Teacher As A Classroom Manager

UNISA EDITION
The teacher as
classroom manager
SA Coetzee & EJ van Niekerk

EDITORS
JL Wydeman & SP Mokoena

CHAPTER 1
The Millennial Generation: understanding

and engaging today's learners
S.P. Mokoena
.
with the Millenru
•a1 G . , • "·
1
The latest gene.'.ation, which is call~d Ge~e~t ~~'z' ls
• ,,.., .... ()Ve
eneration that are relevant to the disc •
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Jt is not unusual for even veteran educators to express some bewilderment about
teaching today's learners. Pedagogy that these educators have been using seems no
longer to be effective. Seasoned educators say that many of today's learners seem
to have _changed, and _suggest that innovative pedagogical initiatives may be useful
in teaching th~m ~ermer 2003; Spence 2001; Sporer 2001). A literature review by
Coates (2007) 1terrused a need for educators to review their approaches to teaching in
order to be successful in this new educational environment. Educators cannot expect
to meet the challenges of today with yesterday's tools and expect them to be working
tomorrow. A large number of today's learners are growing up in a fast-paced, techno-
logical, outcomes-orientated environment. As a result of their development within
this environment, it may be argued that they have acquired a number of distinctive
traits. The overwhelming number of media messages that they have received in their
lifetimes has led them to develop a significant level of scepticism towards any infor-
mation that they receive. Educators should consider this generation as giving them
an opportunity to question and enhance their approach to teaching and reduce the
bureaucracy of their classrooms.
1.1 DEFINING THE MILLENNIAL GENERATION BY BIRTH DATE

AND NAME
By many accounts, the beginning and ending dates defining the parameters of the Mil-
lennial Generation vary from the beginning year 1982 to the ending year 2003. This
cohort is known by different names, which include: Generation-D, Net Gen, Gen Y,
Newmills, Millennial, Nexters, Generation Next, Echo Boomers, and the Digital Gen-
eration (Mokoena 2016). Even the latest generation, which is called Generation Z,
is believed to share characteristics with the Millennial Generation that are relevant
to the discussions in this chapter. The Millennial Generation is the first ubiquitous
cohort of learners raised on, and confirmed as, experts in the latest, fastest, cool-
est, greatest newest electronic technologies on the planet. Along with being a most
diverse grou~ of children, the next section discusses some characteristics associated
With this generation.
l,2 CHARACTERISTICS OF THE MILLENNIAL GENERATION

Books and articles have been written on Millennials that describe their characteris-
tics (Wong & Wong 2007; Tapscott 2009; Strauss & Howe 2006; Mokoena 2016). A few
r
PART A : EFFECTIVE CLASSROOM MANAGEMENT
characteristics associated with Millennials are listed below:

• t;echnology savvy: communicate more through ~chnology than in
blog, Google, tweet, chat, and use Wikipedia to acquire sources of lnfollllation.
• Rely on search engines for information: research h~ shown that alrnc« ft 11
cent of Millennials search for everything with search engines such as Googie_
• Prefer teamwork and collaboration: they prefer to work in te~ rather~
alone and also to share what they have learnt through collaboration in -.
groups.
• Constantly seek feedback: receiving regular and speedy feedback, esi>ecially,
their academic performance, is essential to them.
• Short attention span: prefer to be actively engaged and have fun in doing i..
otherwise boredom and impatience take over.
• Learn by trial and error: prefer to play with technology, hi~g keys until ~
figure it out. They will only seek help if they cannot come up with an answer.
• Interested in multimedia: Millennials ~e acc~om~d to ~ntertairunent, ~
and accessing music, games, vid_e os and informatio~ m their own way. & 91d,
they prefer interactive media rather than passive media
• Multitask on everything: can do several tasks easily at the same lime. Fi
example, can chat with a friend on a cellphone while surfing the net and W3tdmi
TV or doing homework
• Learn by inductive discovery:.prefer to learn by performing tasks rather than~
told what to do. Millennials are kinaesthetic, experiential, hands-on learners.
• Emotionally open: since they are open to meeting new people, sharing pem
al information through social media, they prefer an environment where they 11
express their feelings easily.
Although this is not an exhaustive list, it can be seen from this list that there are 11111
characteristics pertaining to the Millennial Generation. With all of these charact~
tics in mind, Howe and Strauss (2000) believe that the following seven core trai!S t1
also be linked to the Millennial Generation:
L They have been made to feel they are special.
2. They have been sheltered by their parents and society.
3. They are confident, with high levels of trust and optimism.
4. They have developed strong team-building skills (team-orientea).
5. They are conventional, following rules and standards.
6. They have been pressured to study hard and excel.
7. They are high achievers and highly educated.
Tapscott (2009), on the other hand, lists eight "norms" ( distinctive attitudi_D31;
behavioural char~~ristics) ~at c~ als? be linked to Millennials, and these jJlcl-,)
~eedon_i, custmrusation, scrutiny, _mtegnty, collaboration, entertainment, speed,~
mnovation. Therefore, understanding the characteristics, core traits and no~ r,
2 ciated with Millei:izu~ is essential as it helps to connect with them bo~ in ~,.,
out of class. Agam, m order to connect meaningfully with this generatton,
need to know their culture, the latest technology they use, their interests, inte
strengths, learning styles, and the way they think.
CHAPTER 1 : THE MILLENNIAL GENERATION: UNDERSTANDING AND ENGAGING TODAY ' S LEARNERS
1.3 LEARNING STYLES OF THE MILLENNIAL GENERATION

It is important first to discuss and understand the learning styles of this cohort. In the
21st-century class_room, learners w~t to control how, why, and when a task is com-
pleted. Woods, W~on and Walkovich (2011) identify the preferred learning styles of
Millennial Generation learners as follows:
• Experimental activities
• Using technology
• StI11cture
• Teamwork
1.3.1 Experimental activities

Kinaesthetic and visual learning styles are the most prevalent in Millennial Genera-
tion learners. Rather than learning by the traditional transmission or the auditory lec-
torial learning model, which treats learners as passive receptacles of information, Mil-
lennial Generation learners prefer "active learning". They favour learning experiences
that actively engage them, and construct their own learning by "doing" rather than
simply being told. They also prefer multisensory media such as diagrams, graphs,
video and flow charts, rather than merely text.
Such an approach to learning is effective - learners retain five per cent of materi-
als presented in the classroom, 10 per cent of what they read, 20 to 30 per cent of
what they see, and 75 per cent of what they do. Consequently, a discovery approach
to learning or an approach of process over content increases information retention by
lessening opportunities for boredom and increasing learner participation. However, a
balance needs to be maintained between didactic and discovery approaches. The goal
must be to match the appropriate use of technology with the content and the learners'
learning styles (Woods, Wilson & Walkovich 2011).
1.3.2 Technology
Millennial Generation learners are technologically savvy and therefore relate to and
appreciate the flexibility and the convenience of an online teaching environment. Like
all learners, they engage better with material that is meaningful or anchored within
their own experiences. This, together with a greater ability to study at their own time,
pace and choosing, is recognised as being important in order to provid~ an environ-
me~t for deep learning and understanding. However, mo_re techn~lo~ 1~ not neces-
SariJy better. It is not technology per se that makes learning engaging: 1t 1s the learn-
ing activity. Therefore as indicated by phrases such as Web "surfing" and "texting",
the only innovations ;alued are those that enable engagement by making learning
more active social and learner-centred. However, for those learners who are neither
technology ~r net savvy due to class, nationality, or other factors that limit access,
8Pecial instruction or training sessions should be provided to give them opportunities
to he brought up to the same level of their more efficient peers.
3
1•3,3 Structure
Although today's learners want to be entertained, learning has to be ?ligh touch"
as Well as "high tech". Millennial Generation learners prefer a supportive learning
H
!:c
@
. Ids structures the teaching and 1 ,

environment, which appropnately scaffo or . d chunks" or via·
a si.J
e31,;,
· ·al · "bite-size
process. Consequently, presentmg maten m ageable and more readil~"'
step approach, makes large bodies of text more m~e feedback and monito
cessed. Additionally, although tasks may be done O ' l!Jigl
instructors still fulfil an important motivational role.
1.3.4 Teamwork
Millennial Generation learners gravitate towards activities that promote pe~r-~r ~
interaction. They often prefer group-based approaches to stu~and ~Vllies '-
encourage cooperative learning, Indeed, the prevalence of O e gammg
ages collaboration among players and thus pr<:'~de_s a context for the e~erg~,
7·
learning communities. Such collaborative activiti~s unpr~ve learner rel~o~.111
social development. They also increase acadermc learning ~d rete~tion, cogJil(ii
development, and active engagement, and provi~e authentic learmng
that develops marketable skills, such as commurucation and teamwork.
1.4 UNDERSTANDING AND ENGAGING TODAY'S LEARNERS

1.4.1 Introduction
When educators get together to talk about their work, the conversation in~
comes round to the learners they are teaching - their habits, the challenges theJ•
facing and the challenges they pose as learners. One of the best resources mi
topic is the video by Michael Wesch, a cultural anthropologist at Kansas State Unil!I
sity. In this video (Wesch 2007), Michael asked his students a simple question: 1W
is it like being a student today?" Student responses - at once provocative aro~
turbing - say a lot about the current generation of college and university studenu•,
how educators can create environments that would help them learn. Studentsseel
feel that they are not being taught in the ways best suited to help them achieve ~
meaningful learning. They seek engagement and connection. Given the
tics of the Millennial Generation, in this they seem to be typical of Millennial 1~
That being said, the questions then become, "How can we understand the ~
in our classrooms?" and when we understand them, ''How can we meet them ~-j
they are?"
1.4.2 Learner-centred learning

Leamer-centred learning has the power to motivate and inspire today's leamers- 111
lennial or otherwise - and is a tool for creating the kind of students you would ~
~o teach. It. is us~ful to focus on two elements at the heart of learner-centred 1~
mg when discussmg _how to apply it in classroom situations, namely understa nd J
learners, and engaging learners, that is, connecting them with content and
other.
4 1.4.3 Understanding learners

Understanding learners means taking an interest m· th
. b . em as perso
ns and maldit8 c~lt
z()()9) ,
your comm1tment to emg a partner in their le,,rn,~ A ding to Price ( '• 10
lenm"al Iearners think the 1"d eal educator is energeti
- ..... ,g. ccor .. ,ned ill
th •
c, en us1as , ti
" c flexible, .,. ..
Iearners, fri endly and approachable.
CHAPTER 1 : THE MILLENNIAL GENERATION : UNDERSTANDING AND ENGAGING TODAY ' S LEARNERS
Another strategy for meeting learners where they are is to use their names during
your class. If you cannot remember names (either because your class is too large or
you simply do not have the knack for it), there are techniques to help you. Some edu-
cators print class ros~rs with students' pictures so that they can refer to students by
name whenever possible. Others ask learners to state their names before answering a
question or offering a comment. This approach personalises classes in a very import-
ant way and shows learners that you care about them as individuals. Finally, you
might arrive a few minutes early for class and stay a few minutes late, to greet learn-
ers as they enter and leave a class. This is a great opportunity to talk to your learners,
learn about them, and show that you are a partner in their learning.
1.4.4 Engaging learners

According to Price (2009), the number one characteristic the Millennial Generation
desires in an ideal learning environment is that it be interactive and participatory. In
other words, it connects learners to content and to each other in meaningful ways.
1.4.4.1 Connect with content

Today's learners value content that they can access anywhere, anytime. Online
resources appeal in ways that traditional, printed textbooks do not. It is important
to assign complex reading to learners, but you might ask yourself whether you can
balance this with other kinds of resources: videos, podcasts, or other forms of multi-
media
You might also set assignments in which learners themselves generate content that
is used to teach their peers. In one biology class, learner groups were responsible for
researching a topic assigned by the educator. These groups were required to create a
video presentation of their information, along with five questions, for the rest of the
class. These videos were uploaded to YouTube where other class members watched
them. The educator then assigned learners to discuss the questions online and in
class. This particular approach shows a good intersection of engagement and partici-
patory learning.
Systematically endeavour to incorporate diversity issues into your teaching con-
t.ent, irrespective of whether your class is diverse or not. Create opportunities for a
racial, ethnic, and gender mix of learners to interact in various activities, especially in
group projects or assignments in and out of class.
1.4.4.2 Connect learners with each other

Today's learners clearly value social connections and use technology to facili-
tat.e these. Why not leverage that in your classroom? Build formal and informal
cooperative learning activities into your teaching material and encourage learners to
come up with ways to establish a community of practice. They may start Facebook
&roups or use other social networking platforms to collaborate. They may use biogs,
Wikis or Google Docs as platforms for shared knowledge ~reation. ~en _you employ
student-centred principles of this kind, learners are ~ore likely to ~e msp~ed by your 5
teaching. If the learners are not given the opportunity to learn usrng therr strengths
an~ leanung styles, they are likely to baulk at !our methods. It has b~en demonstrat- u
ell
:H
ed III the previous sections that straight teachrng and textbook reading do not work @
for Millennials. Mix it up; incorporate a variety of strategies (Fournier & Bajt
The operative words for Millennials to be successful are digital, visual, speed
on (engaged), multimedia, multi task, interactive, collaborative, feedback, ~d l
nected. Engagement is critical, by whatever means you choose to achieve it. S(J
in large classes, strive for engagement. 1
1.5 THE DIGITAL DIVIDE
1.5.1 What is the digital divide?
The concept 'digital divide' has been in existence since the mid-1990s (Poore 20
It is generally understood to describe not only the gap between those who
access to digital technology and related systems and those who do not, but a1so,
gap between those who use digital technology to access the knowledge, netwO!li
and resources to build digital capital and those who do not (Poore 2016; Do~
2013; Welch & Dooley 2013). It is essential, therefore, to note that although "1&t
young people today appear always to be connected, -~gs might not be a, u_,
seem. Some might have limited effective access to digital technology both llllii
and outside the home and classroom, and some might have none at all.
ers from low socioeconomic backgrounds might fall into this category, e5pecii
Iy if their families cannot afford to pay for a gadget, as might learners who Jil~i
rural or remote areas where access to technology is non-existent. How can lll
support such learners? What is your role in helping them to participate as
sible digital citizens? You need to ask these questions considering the soc»
economic backgrounds of such learners.
CHAPTER 2
Self-management for the educator

E.J. van Nieketl
Good self-m3:11agement enhances efficient classroom management. Aspects of seU·
management mclude, among others, how to manage your
• career in a holistic way
• approach to work and work objectives
• development as an educator
6
• emotions
• time
• energy and motivation. In this chapter the focus will be on managing your emotion>
CHAPTEn 2 : SELF-MANAGEMENT Fon THE EDUCATOn
2. 1 MANAGING YOUR EMOTIONS

2.1.1 Defining emotional Intelligence
reaching is not an eas! pro_fession - _the educator must be a mature person to be able
to handle the em~t1ons mvolved m educating learners in an intelligent way. Some
of the positive emoti~ns y~u may experience as an educator are: being fulfilled, calm-
ness, confidenc_e, satisf~tion, encouragement, empowennent and gratitude; but you
may also expenence feelings of anger, impatience, anguish nervousness frustration,
depression, and irritation. You have to handle the feelin~ of colleagu;s and learn-
ers, who experience similar emotions, as well as your own feelings, on a daily basis.
reaching is a person-oriented calling, which is what makes it so rewarding but also so
challenging. Only the emotionally fit can handle teaching best.
According to Minnaar and De Kock (2003: 6) and Weisinger (1998: 27), you are an
emotionally intelligent educator if you are a person who can
, understand your own emotions better
, manage your emotions more effectively and thereby increase your own quality of
life
• understand others (including learners) better, and in this way interact more com-
fortably with other people
• on all levels and in all walks of life, build more satisfying relationships with other
people and thereby improve your personal power and productivity.
It is clear from the above definition that emotional intelligence is an essential skill for
effective classroom management, but it is also an ingredient of self-management. A
person can only manage himself or herself optimally if he or she manages the many
emotions in everyday life in an intelligent way. The emotionally intelligent educator
will experience less stress and fewer destructive emotions and consequently be more
Jroductive in the long run. The emotionally intelligent educator will also have more
iatisfying relationships with learners, colleagues, managers and parents.
In the classroom, emotional illiteracy can lead to the following:
• Poor decisions
' Poor classroom atmosphere
' Too slow or too fast tempo of work
' Lack of discipline or too strict discipline
' Inappropriate leadership style
' Lack of motivation
' Depression
An inappropriate competitive climate
Lack of cooperation
Learner alienation from the educator
i.,, tionaI literacy

••uo . on the P art of an educator will bring. about
- the opposite
1 of the
1bove and can, among others , have the following positive results on c assroom
nanagement (Gregory & Parry 2006: 11):
' .Attractively decorated classroom
' Examples of learners' work displayed
Sunshine colours and a class full of light
• An encouraging educator
• Time allowed for thinking before an answer is required
• Comforting and relaxed classroom atmosphere
• Constructive feedback
• Appropriate challenges
• Use of a variety of focus techniques
• Diversity of learner learning styles being taken into account
Emotionally intelligent educators are therefore a gre~t asset to the teaching Pror
sion. Emotional intelligence is essential to leadership, because le~ership en~
influencing people, and all educators are the leaders of the learners m ~eir c~
The brief discussion in this chapter can only make ~eade~ aw~e of the unpo~
of emotional intelligence to self-management. Emotional mtellig~nce also reiates t
the topics of stress, conflict and anger management, and beco~g assertive. Th~
who wish to develop emotional intelligence will have to do therr own reading on tlli
topical subject.
2.2 STRESS MANAGEMENT

Stress and anger are two barriers to emotionally intelligent behaviour and it is the~
fore disturbing that educators experience such high stress levels. It is essential tJia
they learn to cope with stress and anger in the most efficient way. To detennineyo~
level of stress and to become more aware of the role of stress in your life, you fus
need to determine the causes and consequences of stress. After that you can inveslf
gate stress-relieving techniques and put into practice skills and techniques to prevett
stre~s from reaching levels that inhibit your functioning and damage your health.
In this section we will only discuss stress in the working environment, althougl
this cannot be separated from the broader context, which you can investigate on yoir
own.
The following are some principal causes of educator stress:
• Inadequate salaries
I • Bad/unqualified management
• Sraff employment conditions
• Lack of subject knowledge
• Excessive workload and paperwork
• Large classes
• Lack of time/waste of time
• Too many meetings and not enough action
• Lack of parental support
• Poor communication systems
• High noise level; general rowdiness in class
• Learners' lack of discipline and motivation
• Lack of c0mmon courtesy/respect/manners
8 • Lack of support
uc:C
~i.
• Feelings of depression
• Lack of recognition
@ (Joseph 2000: 141; Olivier & Venter 2003)
CHAPTER 2 : SELF-MANAGEMENT FOR THE EDUCATOR
OnlY some of these ~tre~ors are dealt with in this book, especially those associated
wi
'th the classroom situation, such as learners' lack of d'1Sc1p
. 1me
. an. d motivati on. ,J.,lle
,,.
events and personal factors are ~ot discussed, but these, together with the organisa-
tional and work-related factors discussed here, can also contribute to stress.
There are nume~ous cons~quences of stress, but they can be categorised into
phYsical, psychological, behaVIoural and organisational consequences (Harris & Hart-
man 2002: 407):
2.2. 1 Physical
• cardiovascular disorders
• Gastrological disorders
• Headaches
• Physical fatigue
2.2.2 Psychological
• Anger
• Depression
• Low self-esteem
• Inability to concentrate
2.2.3 Behavioural
• Drug or alcohol abuse
• Overeating or undereating
• Aggression
• Vandalism
• Poor interpersonal relationships
2.2.4 Organisational
• Tardiness and absenteeism
• Missing deadlines
• Forgetting appointments
• Making unnecessary mistakes
'.fhere are many coping strategies for handling stress. The most important first step
18 to decide whether you need professional help or whether self-help is enough (Min-
naar & De Kock 2003: 54). According to Joseph (2000: 119-120), you should consider
all of the following points when managing your stress:
• It is important at all times to keep a positive self-image and not engage in negative
self-fulfilling prophecies.
• You should learn to be assertive.
• Make time and use it wisely for forward planning to anticipate, innovate and excel.
9
I
• Whenever you attempt a new method of coping with stress, identify the successful
cllld unsuccessful elements of the strategy.
<
0
• Recognise the true and relevant sources of stress and not simply the ofte
assumed source. nIVt(
• Identify a stress-reduction technique that has worked previously.
st
• Widen your social circle in order to network and reduce ressors throu
support. gh~
• Try to bring feelings out into the open, where possible.
• Try to say no to unnecessary demands.
• Try to come to terms with each individual situation.
• Get your priorities right about what is important to you.
• Eajoy yourself with your friends and familY•
• Learn to delegate.
• Make small but regular changes to your lifestyle, but do not embark on a
"stress diet". lli
• Seek the support and advice of your doctor _if ~ou are worried about your hea!ih
• Get to know yourself better. Find out what IS nght for you.
• Treat yourself when appropriate.
• Think realistically about what is achievable and what is not.
• Get involved in activities where the negative stre~ors are partially or fully rellil:,
from your mind for a while, such as sport or hobbies.
• Try, where possible, to improve your lifestyle, diet and sleeping habits.
• Make space and create time for action.
Also keep the following in mind to reduce negative stress (Demartini 2002; 2004·1
2007; 2008a; 2008b; 2009; 2010; 2012): '
• Align all aspects of your job to your vision and your values.
• Be thankful for both the challenges and the support in your life and job, since~
need both to become what you can and should be.
• Love your learners and colleagues and all other people for who they are and•
for what you would want them to be. '
• Learn how to build satisfying relationships in all spheres of your life.
I • Master the art. of renewing your mind at any given
. time
. by balancing your emoom .
throu_gh gratitude, and through relaxation techniques.
• Use time according to your highest priorities.
• Master personal financial management.
j
If you
sign have
that youlearnt to liveta grateful ' inspired,
have learnt . . enthusiastic and loving life, it is a.J
gratitude is the key for iw'.:i:ter stres_s. The art of balancing your emotions thJll!
further to master their stre ~ stress m a very productive way. To assist edu~
niques (Sharman 1995: 209-~4): ey may use the following stress management
• Eliminate or modify stressors m· your environme t

10 • Alter your perceptions of stre n ·
• Ch ssors.
ange your own stress-producing beh .
• Alter aspects of your lifestyle. aviour.
• Regularly practise relaxation techni
• Air your c . ques.
oncerns m a supportive envrronment.
.
CHAPTER 2 : SELF•MANAGEMENT FOR THE EDUCATOR
nunately, as an educator you will always experience negative stress if you are
U ~le to handle interpersonal conflict in an assertive manner. Improving conflict
:~agement and assertiveness, which will be discussed in section 2.4, is vital for
re<1ucinl! your personal and work-related ~tress.
EffectiVe self-management and managmg your stress adequately are closely relat-
ed. 0ne of the major causes of stress is not doing what needs to be done competently
and in good time. If you therefore do your work as an educator well and in an inspired
way, and are ahead of schedule rather than behind, you will be in a much better pos-
ition to cope with stress.
2,3 ANGER MANAGEMENT

When faced with a frustrating or anger-producing situation, one can either avoid the
situation, deal with the situation destructively or constructively, or change one's atti-
tude (Minnaar & De Kock 2002: 84). It is sometimes possible to avoid people, topics
or situations that make one angry.
One can deal with anger in a negative or destructive way and get immediate relief
from anger, but this might end in broken relationships and lead to a pattern of not
solving problems. The following is a list of negative behaviours that may be displayed
by educators in their classes in order to deal with their anger (Minnaar & De Kock
2002: 85):
• Physically assaulting learners
• Scolding, lecturing or abusing learners
• Nursing anger by holding grudges
• Engaging in vengeful thoughts and behaviour
• Criticising and blaming learners, not acknowledging their own mistakes
• Cursing, calling learners names or ridiculing them
• Making sarcastic remarks
• Denying anger and repressing feelings
• Exploding, throwing a tantrum
• Being irritable with learners
• Dwelling on negative thoughts
' Indulging in hostile fantasies
• Putting learners down
• Sulking
' Dominating learners
' Feeling depressed
' Experiencing feelings of inferiority
Educators can deal with anger in a constructive way (Minnaar & De Kock 2002: 86-87)
.
' becoming aware of, and acknowledging, their anger
' choosing to pause and select a constructive way of dealing with their anger
' determining whether their anger is appropriate or inappropriate 11
' accepting that they alone can manage their thinking, emotions and behaviour
: COnsuJting their list of calming thoughts i
handling the situation in a more appropriate way. O
PART A ; EFFECTIVE CLASSROOM MANAGEMENT
The crux of the matter is this: if one wants to deal with matters involVing e
(like anger), one needs to grow in emotional intelligence.
J
We need to consider changing our attitude when the anger trigger is not
of our anger, when our anger is not justified or appropri~~• or when we can d:
ing constructive about the situation. We can use a cogmt1ve resn:ucturingp
which we identify negative, irrational beliefs and replace them with truthfu.I
statements. The following is an example in the education context: instead 'or
ing, "Learners are lazy, rowdy and disruptive", the thought can be transfonned.
somewhat more truthful statement, for example, "Some learners are lazy, rowdy
disruptive, but fortunately most would cooperate and work hard under the right
ance". In this way we learn to develop a more positive and truthful thinking~
Self-management will be enhanced by more effe~ti~e anger manag~ment in the
room, and productivity and classroom climate will rmprove. Effective anger Illar.]
ment relates closely to conflict management and being assertive, which Will be -:il
cussed next.
2.4 MANAGING CONFLICT AND BECOMING ASSERTIVE

An emotionally intelligent educator will be in the best position to handle conflicta
mature way, as emotions can flare up easily in conflict situations. Taking a consool
decision always to stay in a calm, rational mode of thinking in conflict, is the l!j
guide to handling conflict situations in a win-win or problem-solving way. This tl
also help to avoid the negative stress associated with handling conflict in a negali,]
way • II
When one allows oneself to be dragged into a negative emotional state in c<Mi
rejecting the other party), one loses one's rational brain-functioning ability,
by the ability to handle conflict effectively (Lotter 2005-2012).
andj
(like being bitter, judgemental, fearful, angry, jealous, having feelings of rejectio~i
On the positive side one can always keep in mind that conflict situations are
opportunities for improving relations and optimising functioning, as conflict can lei
to positive results if managed in a problem-solving manner. The principles that unllt
lie conflict resolution (such as the ability to separate the personalities from the p«-
I lem; loo~g _for realistic and intelligent solutions; practising fairness and reaso~
ness; remammg calm and controlled) require emotionally intelligent actions (l'riJiSll
2016: 211, 213-215; Van_der Merwe 2013: 66-67, 73-78). ·i)j
In the problem-solvmg approach to conflict management conflict is not avoi 1
. are ,not _sought through give-and-take negotiations, nor is force usedid
comproffi!Ses
enforce one party swill. Through problem solving an attempt is made to solveaP
lem constru ti.ve1Y thereby servmg · the vision of the' organisation. The steps that~
ecisi-0
be followed m the problem-solving approach are the same as those for sound d
making:
· 1Y d eflne the matter that you need to take a decision on or the probleJ!ltJi
• Precise
·d
• Gather th e type of information that will assist you to understand the marter iJl
12 best possible way.
~o! ••
@ Weigh up the various alternatives/choices/solutions and their consequences.
Choose the best alternative.
CHAPTER 2 : SELF - MANAGEMENT FO~ THE EDUCATO~
• Jxnplement your chosen alternative.

• Evaluate your decision or solution.
(Van der Merwe 20l 3: 76-78; Kruger & Van Schalkwyk 1997: 54-55; Van Deventer &
J(ruger 2003: 98-99).
As.5ertiveness may assist_ a_ lot in p~eventing and resolving conflict. It means being
aware of your needs, op~ons, feelings and beliefs and expressing yourself appro-
priately, calmly, clearly, directly and honestly, so that both you and others can keep
your/their. digni_ty and self-respect (Amos 1999: 48--49). This is not only important
when dealing with learners, but also when dealing with colleagues, managers, parents
and others.
Because assertiveness relates directly to one's style of communication it may be
strongly culturally conditioned, so when reading through the following' advice on
being assertive, you should relate it to your own cultural context and adapt it accord-
ingly.
When you are making requests, be brief, direct and open; believe you have the right
to make reasonable requests; give a brief reason for your request; respect the right of
others to say no and make sure they know you respect it (Amos 1999: 53).
When saying no, acknowledge the request and the person's right to make it; ask
questions if you need more information before making a decision; be brief, but not
curt; be honest with the reason you give for refusing; personalise your decision and
do not hide behind rules or other people; say it nicely; ask for more time if you need
time to decide (Amos 1999: 53-54).
When disagreeing with people, accept that you have the right to your own opin-
ion; be finn, honest, polite and open-minded; realise that an opinion is not necessar-
ily right or wrong, it is just someone's opinion; separate facts from opinions; stick to
logic, not emotion (Amos 1999: 55).
The goal of assertiveness is to choose your behaviour and not to be at the mercy of
your emotions and feelings. The ability to respond assertively means managing your
emotions, thoughts and behaviour in an appropriate way (Amos 1999: 57).
Managing your emotions has been discussed in this chapter _with a view to impro~g
your effectiveness as an educator and with a view to enhancing y~ur care~r. Emoti?n-
al intelligence will increase your job satisfaction and will result in a feeling of being
in control of your own destiny. It will, of course, ~o have many benefits for those
whom you teach and educate. It is essential for effective classroom management.
13
I
Introduction to classroom management

tasks J.L. Wy-;;::i
This chaptec IB an IDtroductocy discussion of c1a.ssroom -agement acti,n;,.

tion is paid to:
• explaining the function of classroom management
• describing the task of the educator as a classroom manager
• differentiating between the various approaches to classroom management
• identifying the general management principles that might guide the educator in
classroom management
• identifying a variety of skills that the educator will need to be a successful clasi-
room manager
• taking note of the increasing role of technology in the classroom.
Although there are many views on management, the following tasks are usually seen
as the fundamental management tasks:
• Planning • Organising
• Leadership • Control
All management activities discussed from here onwards fall under one of these funda-
mental management tasks.
3.1 THE NATURE AND AIM OF CLASSROOM MANAGEMENT
I Classroom management refers to the wide variety of skills and techniques that educa-
1;:t usedto ~eep;earners organised, orderly, focused, attentive on task and academit
Ypro ~ctive uring a lesson (Classroom management 2013· '1)
Managmg a classroom therefore makes m d · · the
educator has to take full re .bill
! any emands on an educator. In fac~ 1
that happens in the classro;!~~s f?r the effective management of eve~

lowing (UNISA 2006: 5): plies that the educator must manage the
• Tasks (things to be done)

• People (learners)
• Time (timetable, target dates)
• Resources (teaching media parent
• Technology ' support)
14
Although these
. functions will be discussed as -ind
(ffi th at rn
· practice they are intertwin d separate aspects it must be keP tirll'"'
e and do not always have clear
' boundaries.
·
lW
CHAPTER 3 : INTRODU C TION TO CLASSROOM MANAGEMENT TASKS
3_1.1 The connection between teaching and management

BY now, it should be clear _that the aim of classroom management is to plan, organise,
lead and control the teaching and learning process in such a way that the learner will
get the m~um benefit from the process.
There JS no doubt that the classroom educator has an effect on learner achieve-
ment. The dynamics of how the educator produces the effect are not simple. In real-
ity, the classroom educator performs many functions. These functions can be arranged
into three major roles: (1) making good choices about the most effective instructional
strategies to employ; (2) designing classroom curriculum content to facilitate effective
learning (selection, sequencing and pacing content); and (3) making use of effective
classroom management techniques (Ma.nano 2003: 3). In support, the Glossary of Edu-
cation Reform (Classroom management 2013: 1) found that when classroom manage-
ment strategies are executed effectively, educators minimise the behaviours that
impede learning for both individual learners and groups of learners, while maximising
the behaviours that facilitate or enhance learning.
3.1.2 Keeping teaching-learning environments going

According to DiGiulio (2000: 11), educators are leaders. They get things going, keep
things moving, keep learners safe and run the show well enough to be able to actually
teach and get learners to learn. Cox (2017) mentions five strategies to start and keep
learning environments going:
I. Have an objective
2. Model your expectations
3. Actively engage learners
4. Bemobile
5. Compliment positive behaviour and hard work
3.1.3 The educator's management of time In the classroom

With experience, educators acquire the ability to estimate and manage their time
requirements, reaching a balance between teaching, involving learners and keeping
them occupied.
3.1.4 The socialisation process

In addition to teaching and managing, the task of the educator has a third goal. Many
educators spend much of their time teaching le~ers_ to be respo~sible _and ~ehave
appropriately to prepare them for successful participation as adults m their society.
3. t .s The Importance of routines

In every classroom the educator and learners should acijust to one another. The edu-
cator should accustom the learners to the rules and routines of the classroom and
the learners should be given the opportunity to "teach" the educator about their own 15
needs and how they are accustomed to functioning in class. Developing set routines
and rules Will help the classroom to run itself. u
it
0
3.1.6 The management of technology In the classroom

The pace of education technology innovation out.strips .many educators•
to integrate new tools effectively into their teachin~ practice. Sutt?n and De~
(2017: 223-228) introduced three foundational educat10~al technological theon ¾
attempt to explain the adoption of technology in teac~g. Each theory has: ~
tions for educators who want to make the most of emerging classroom technol P~
Technology solutions that are easy, effective and affordable now eJtist, b~
challenge continues to be how to empower educators to invest their time, mon: 1
energy into discovering and integrating them into their classroom practice. Y~
TABLE 3.1 Technology adoption theories
Theory Explanation Implications

Technology At the heart of this model is information exchange. Rogers argues that those in
diffusion The more educators use technology and communi- ations offering greater relat:·
model cate that to other educators, the more educators advantage, compatibility, si~
(Rogers) will start using it. Rogers identified five attributes city, trialability and observa
that will affect an educator's uncertainty regarding will be adopted fasterthan ott.
whether or not to adopt new technology: Adopting new technology inlO
1. Relative advantage the classroom will be improved!
2. Compatibility explaining the advantagesm~
3. Complexity tools, rooting technologies inio
4. Trialability previously accepted pedag09i!
5. Observability and providing low-riskopl)Olt\l
ities for educators to expenrrd
with the new tools. j
Technology The main idea is that educators' perceptions of a The TAM suggests that edu~
acceptance technology can be used to predict the degree to could be encouragedtocapi~
model (TAM) which they might adopt it. Specifically, the TAM on the new teaching techn~ue
(Davis) suggests that technology adoption is a function of made possible by emerging t~
users' perceptions of how easy the technology is to nologies by making new tools~
use (perceived ease of use) and how beneficial the as easy to use as possible and .
technology might be (perceived usefulness). clearly communicating hoW.
I
those tools can lead to teach~
improvement.
Technological Shulman (1986) suggested that great educators TPACK suggests that whilet~
pedagogical know how to blend what they know about their nology integration is la_r~~
and content subject with knowledge about effective teaching sidered a requirement'"
knowledge pedagogies, as well as with knowledge that lies at classrooms, there is no one v!'1
model the Intersection of those two domains, an area he technological solution wrelu~
(TPACK) termed pedagogical content knowledge (PCK). . fhe1nc
teaching situation. ·es
(Mishra& echnol091 ,.,
The advancement of hundreds of important edu- of appropriate t . of'°"'
Koehler) . mbinauon
cation technologies have changed the teaching requires a co divefll
demands placed on all educators; therefore PCK content knowiedg~, a techl1~
is no longer enough. Mishra and Koehler (2006) repertoire of teachi~~ emef9i~
adapted Shulman's concept of PCK to include tech- and competency w ieS,
nology-oriented knowledge. The resulting theory teaching technol09
TPACK, provides a framework not only for the exa'm-
16 ination of knowledge at the Intersection of content
and pedagogy (PCK), but also for consideration of
educators' understandings of education technolo-
gies.
c
@
Source: Adapted from Sutton and Desantis (2017: 223-228)
CHAPTER 3 : INTRODUCTION TO CLASSROOM MANAGEMENT TASKS
_ APPROACHES TO CLASSROOM MANAGEMENT

32
Most educators develop their own approach to classroom management by trying out
strategies they remember from their own school years as learners, or by imitating
strategies said to have worked for other educators.
Ornstein (in Jacobs, Vakalisa & Gawe 2004: 357--360) states that personality,
philosophy and teaching style directly affect the educator's approach to classroom
management. He identifies the following classroom management approaches:
TABLE 3.2 Classroom management approaches
Approach Description Advantages Disadvantages

Assertive The educator knows the Learners will feel safe Learners will be afraid to
approach way and the learners Learners will respect ask questions
need guidance. educator Classroom activities will be
Learning objectives educator centred
will be addressed
Business- If the learners are fully Learners know exactly Stressful on learners and
academic engaged in meaningful what is expected educator due to strict
approach learning activities they Optimum time adherence to time sched-
are less likely to fall into management is ules
disruptive behaviour. ensured Interruptions have a nega-
There is order in the tive effect on concluding
classroom activities
Learners are actively
involved
Behavioural Good behaviour is It stimulates accept- It can take up valuable
modification rewarded and bad able behaviour teaching time
approach behaviour punished in Rewards could motiv-
an attempt to modify ate learners
learners' behaviour Norms, values and
according to acceptable attitudes can be
standards. addressed
Group manag- By fostering a sense It can create a healthy Learners disciplined
erial approach of "allegiance to the classroom atmosphere in front of others may
group" among learners, It can improve team- become discouraged
educators can lessen the work among learners
likelihood of disruptive
behaviour.
Groupguid- Unacceptable behaviour Educator becomes a Guilty learners may be pro-
ance approach of individual learners is safe fortress for learn- tected with this approach
seen as manifestations of ers
a malfunctioning group,
a problem that is solved
by counselling the whole
I--_ group.
Acceptance
. ItMost
This approach is based Educators work with is time-consuming
approach on the belief that a learners as individuals educators are not
learner's misbehaviour Learner's attitudes and qualified as counsellors 17
is often a cry for accept- self-concept become
ance. positive
0
I
PART A: EFFECTIVE CLASSROOM MANAGEMENT
TABLE 3.2 Classroom management approaches (continued)

Approach Description Advantages Dlsadvan~
Success Success is one of the Learners' attitudes and
9es
approach If educators d
basic needs of a human self-concept become ment on sue o!lot,
being and plays a big positive learners rna cessei,
role in developing a posi- Learners know what is are not irn~ fee1 th
tive self-concept. The expected of them rtant
educator should there-
fore - through successful
- optimise the opportun-
ities for each learner to
experience success.
.
In most educational contexts there is an interaction between two or rn

.
views. This means that in South Africa we_ n~ed to take cogrusance of theoreAi
world view of Ubuntu and the relevance of rndigenous knowledge and African~
for school and classroom management.
The management approaches summarised in Table 3.2 must be seen again5
fact that non-Western learners base their learning experience on an inte~
between two world views, which complicates their learning experience and may
to cognitive dissonance (Beets & Le Grange 2005: 1201). Therefore the educator
manages a class through a "singular cultural lens" could contribute to what Harry
Klingner (2006) call cognitive and cultural disproportionality.
Culturally responsive classroom managers should recognise their biases and
ues and reflect on how these influence the expectations of learner behaviour in
classroom.
In 2004 Weinstein, Tomlinson-Clarke and Curran (2004: 25-38) developed af
part concept of culturally responsive classroom management. These steps can
summarised as follows:
TABLE 3,3 Culturally responsive classroom management
I Steps
1. Recognise one's own cul-
tural lens and biases
Explanation ),~--:----
Educators should reflect on where their assumptions, attitud~

and biases come from and try to understand how theirviewofd
world could lead them to misinterpretation ofbehaviourfromn
2. Knowledge of learners'
cultural backgrounds
turally different learners.
In order to develop skills for cross-cultural interaction, educatOll -
must become knowledgeable of learners' cultural backgrou nd,
3. Awareness of the broader
Educators should examine how current policies and practices in
social, economic and polit-
ical context education might discriminate against certain learners.
4. Ability and willingness to

use culturally appropriate Culturally responsive classroom managers base the classr?0\
management strategies management decisions on an understanding of cultural div:~
18 Th"1s ·incIudes establishing clear expectations for be havi·ourt
:!!t
learners can understand. thli
5. Commitment to building
Ii
@
caring classroom com-
munities
Learners oft en base decisions on how they behave in
perception
· classonm~1
• of whether the educator cares for them. Theyd aregood
likely to succeed if they feel connected to the school an ionrn&
relationship with the educators can promote such an env
CHAPTER 3 : INTRODUCTION TO CLASSROOM MANAGEMENT TASKS
start
These approaches provide a ing point for an educator's thoughts about his or her
wn approach to classroom management, keeping in mind that each class is different
~d needs an individual approach to ensure successful teaching and learning.
3,3 MANAGEMENT FUNCTIONS IN THE CLASSROOM

3.3.1 Planning as a management function in the classroom
Planning is the point of dep~e for the classroom manager. This function deter-
mines in advance what learning must be achieved at a specified time in the future and
how this will be achieved. In this regard, three important aspects of planning must be
mentioned:
1. For each learning subject, the education departments predetermine the object-
ives to be reached at the end of a specific level or grade. When planning, the edu-
cator has to keep these objectives in mind, guiding learners towards achieving
them at some or other stage in the future. In reality, this boils down to dividing
the learning programme into units that must be studied during each term, week
and lesson.
2. The second aspect of planning involves the decisions that have to be made on
how these learning objectives might be reached most effectively. This entails
reflecting on, and designing, the most effective methods, approaches and resour-
ces to be used.
3. In the third instance, educators should be aware of the future perspective of
planning - there is a connection between that which learners have to achieve
beforehand (present) and that which they will have to achieve in the future.
Planning lays the foundation for the educator's managerial task, as it gives direction to
management efforts. Without planning, all activities are haphazard and without direction.
In general, written planning consists. of different kinds of documents that are
developed to guide instruction in the classroom (UNISA 2006: 8):
1. First is school-level planning. This document is a curriculum that arranges con-
tent in particular patterns, assigns it to certain subjects and standard levels and
puts it into identified sequences.
2. Second is grade-level planning. This document usually contains the guidelines for
programming in the different learning subjects at different levels.
3. Third is classroom-level planning. This includes the lesson plan or learning pro-
gramme that educators plan, prepare and present in the classroom. Each learn-
ing programme should have
- a rationale (to explain why it exists)
- aims (to explain what it will achieve) .
- learning objectives (to indicate what learners will need to know, understand,
do and appreciate) , .
- content statements (to indicate the content areas to be used as vehicles for
learning) . . .. 19
- teaching strategy statements (to indicate how learnmg actiVItles will be
organised)
- assessment guidelines (to indicate how learners' achievements will be
assessed).
Even the most thorough planning, however, will come to nothing if it is

ately followed by proper organisation. not ~
3.3.2 Organising as a management function In the classroo

. I'll
Organising can be described as the creation of a ~e~~arusm to ~Plelllent
ning discussed above Issues such as which actiVIties to put mto acu the1
resources to apply, ho~ this should happen and who should be responsib~n,
attended to.
For the educator, this management function amounts to the c~eation of an
ment for effective teaching and learning. order!~ and o~garused classr~
tion must be created to make effective teac~g possible. This means thattheJ -
are placed in the classroom where the teac~~ task should be perfonned to J:
imum effect, while the patterns of commu~uc~tion and order are ~:d dem~
The result of organisation is an orgarusational structur~. This IS fonnai
work for pursuing the tasks that stem from the outcomes m a coordinated 311d
1
trolled manner and within the required lines of authority.
In practice, these translate into
• creating a physical learning space (Chapter 5)
• creating a positive classroom atmosphere (Chapter 5)
• managing learner participation (Chapter 6)
• maintaining discipline in the classroom (Chapter 5)
• managing diversity in the classroom (Chapter 6)
• organising parental involvement (Chapter 7)
3.3.3 Leadership as a management function in the classroom

The third function of the educator is to lead when plans are to be converted inton
ity. He or she gives direction to ensure that the required tasks are perfonned ell
ively. Leadership involves the function that the manager performs to enable othea
carry out their tasks effectively. In short, leadership describes the influential re~
ships that you have with others and the skills, knowledge and experience you brill
I these interactions (Hook & Vass 2000: 6).

To be able to lead successfully, the educator must know the most importanta
ponents of the leadership functions of management:
• Leadership qualities
• Motivation of learners
• Control of groups
• Competent communication
These are discussed in detail in Chapter 4.
3.3.4 Control as a management function in the classroom

20 Control is the final management function in the efficient management cycle!;
seen by many as the most important requirement for effective plannmg. In 10
a l~sson or an activity, it is the educator who decides what Jearning_ne ltiJS~
Js
achieved. The use of control mechanisms to check whether such Jearnu1g 8cnii
realised is an integral part of planning, but is at the same time a management
CHAPTrn 4 : THE EDUCATOR AS LEADER
Ail the measures that an educator takes to determine whether learners have
acquired the desired learning effectively may be seen as control. Control nonnally
takes place in three stages.
1_ The first is con~rol prior to activities. This kind of control includes all activities
aimed at ensunng that the teaching-learning event moves in a successful direc-
tion, for example sound planning activities.
z. The second stage is control exercised during activities. This kind of control is
seen as the most important, as it is applied on the spot and possible problems are
remedied immediately.
3. The third stage is the conclusion of these instructional events and nonnally takes
the fonn of some or other kind of assessment.
The following comments describe the requirements for control and control mechan-
isms in general:
, Control mechanisms need to be suited to the specific character of the learning sub-
ject, learning content, learning environment and class group.
, Those subject to control, namely the learners, need to Jmow what will be assessed
and how it will be assessed.
, All control tasks and assessment activities are aimed at correcting behaviour or
improving ability - not finding fault.
, Control needs to be exercised in a timely fashion to allow for adjustments or
expanded opportunities to learn.
, The ultimate responsibility for control lies with the person in charge: the educator.
This chapter provided a brief overview of classroom management to get you thinking
about your own classroom management strategies.
CHAPTER 4
The educator as leader

E.J. van Niekerk
Educators exert a great influence on learners in schools. Being a leader is part of the
work of an e ducat or, as educators not only have to influence
. learners hi so that they
make progress in their schoolwork, but also have to proVIde leaders p to parents
and colleagues in various contexts.
A serious leadership challenge for educators is to assist learners to cooperate ~11-

ingiy and enthusiastically in their own learning to reach thde outc~mes odf thhie.leanunlm g 21
Programme. Therefore this chapter aims to enhance the e ucator s 1ea ers p ow-
ledge and skills by concentrating on:
• understanding and describing each component of the long-term model of educator
leadership
PAR T A : EFFECTIVE CLASSROOM MANAGEMENT
• understanding and describing each component of the short-term lllO(j

tor leadership el or
• improving the leadership provided to learners and others by applYing th
educator leadership. emi
Excellent educators know precisely where they want to lead their learners
rnunicate this effectively to learners and they establish those values that'~
towards a positive climate of learning in their classes: Furth~rmore, they d:111
empower the learners in their classes to carry out their learning tasks effectJv
is what long-term leadership is all about (Masuku 2012; Van Niekerk 201 :
2
Van Niekerk 2006a: 96--98). In the short term, good_ educator le~ers know h
handle specific situations effectively en route to their long-term vision (Van N·
2008; Van Niekerk 2012: 306-321). 1
4.1 THE LONG-TERM LEADERSHIP TASK OF THE EDUCATOR

The effectiveness of the educator's leadership is determine? by evaluating his
0
ability to influence the performance of the class as a whole m the longer tenn. TI
all about the positive influence that the educator exerts on the class while they a
his or her class for the school year or longer, to perform in such a way that theys
growth and development according to the expectations or vision. The tasks~
educator has to perform in order to achieve long-term success are: the creation
class vision, effective communication of the vision, creation of a desirable valll!
mate to contribute to the achievement of the vision, training and developmentol
learners and, finally, empowerment of the learners.
According to the model, the educator as a leader influences learners in two w
First the leader influences the circumstances under which leadership is provid~
creating an environment within which the learners can learn to the best of their1
ity. Secondly, the educator takes actions to empower the learners to develop opti
ly (Van Niekerk 2006a; Van Niekerk & Van Niekerk 2006: 90-91; Van Niekerk ~
267-269).
The educator as a leader exerts an influence on the environment in which lea
I ship is provided by creating the best possible conditions for learner achievem
These conditions are created by holding up to learners an inspiring vision, by ell
ively communicating the vision and by creating the best value climate or ciassro
culture in which the vision can be reached. The first task of effective Jong-tennleai
ship is thus the establishment of an inspiring vision for the class.
4.1.1 Envisioning
Vision and leadership go hand in hand (Demartini 2004: 205-224; Masuku 20!2:Ji
102). Creativity and imagination are required to visualise the future direction 1
destination of the class, taking into account the present contextual realities. Con~
ment, motivation and dedication are required to carry this vision through and 111
process 1?e leader pla!s an important part (Sterling & Davidoff 2000: 16): tBJI<
22
There IS no such thing as a perfect class or educator and given the ci!C~ . 1
of many schools, a mere movement in the right direction' is already iaudab
. . must , however, be mo t·1vational,
· · the cllJ.5.5
· other words, every learner in
\1
vis10n m
CHAPTER 4 : THE EDUCATOR AS LEADER
Long-term effective leadership
rnpossed b
.r,o
vision
<S'Q
~i,.n circurnsto/J
~o'O o\\owers cs Q~'
Cl
i~ ,;';·
9,
0,0 '1)0'
FIGURE 4.1 Model of long-term leadership

Source: Van Niekerk (1995: 48)
be motivated. It must appeal to the imagination and willingness of learners to strive

towards the ideal. Working in a dysfunctional school context is not an excuse for an
educator not to function at the highest possible level in his or her own class, for being
a true leader entails striving towards your vision in spite of the circumstances.
It is important that the various educators in a school should have their own visions
and that these are formulated in the context of the encompassing vision of the school
(to which they are contributing). The educator and his or her class actually form the
basis for the realisation of the school's vision. The educator as leader is the person
who facilitates the realisation of the visions of the individual learners, the class and
th~~chool. This implies that every learner should be assisted to best realise his or her
abilities and talents.
Both educator and class should imagine what their class would be like once every
learner's potential has been fully realised.
It is import.ant for learners to be a part of the vision-formulating process. If learn- 23
~rs are not part of the development process, they might be poor supporters at the
llnplement.ation level. If they are involved from the outset, they will own the vision
ls
llild feel Part of it. It
«ll
An example of a vision for a Grade 3 class that. is simpl~, clear, distaii

allow for dramatic changes, close enough to obt;alll c~mnutJnent, realist
ible able to withstand examination, inspi.ring, challenging and able to foe
and' leader, is: At the end of Grade 3, learners will b~ able to re~d, writf
fluently and be able to do basic mathematical caiculatiOns (Van N1ekerk 2(
4.1.2 Communication of the vision

A prerequisite for alignment around the class vision is that it should be co
ed to learners in such a way that learners are mspired by the vision and Will
themselves with the vision. This entails that learners should be motivat.e
towards the vision.
The vision should be communicated verbally and in written form to the
clear, regular, systematic and convincing way. Learners will not accept a vii
not communicated in an acceptable way. Trust in the communicator is ve1
ant (Van Niekerk 2006a: 103; Van Niekerk 2017). African teachers may ch()(
the African philosophy of Ubuntu, which emphasises the interconnect.e<I
inter-<lependence of humans (Msila 2008: 70-71), to promote the establish!
common vision and alignment around the vision in schools and classrooms
4.1.3 Value management

A third essential leadership task in creating desirable circumstances for thE
tion of the vision is value management. Values are at the heart of what happe.
classroom; therefore the educator must assist with the identification nurtu
m?delling o~ wo~~hile values. This process will help to build a he~thy cl:
climate, which will m turn help to realise the vision (Van Niekerk & Van
2009: 7; Van Niekerk & Dube 2011: 5-6).
The first important value is respect. Every person should be treated with
an~ ~spect and the whole class should know that negative behaviour, 1
belittling others, abruptness, discourtesy, name-calling bullyin and ·rudene
:;::~olei::t Resp~ct for ~e talented, as well as f~r the le!s talented a
tual Y ? enged, 15 essential for a positive classroom atmosphere. Cari
mu assJStance
the should t be
d encouraged to0 , espec1'ally smce
I sised within . . group work IS. ,
ity caring shar:gr::pe~t ucatidonal co~text. The African Ubuntu values of I
, . , , an compass10n can be d t build •M•"""ill
phere conducive to effective ~hin . use o a c~v•
success, so this value should also b/eand learnmg Dedication to work is esse11
such as these will only be integrated .ncouraged, ~ge~er with perse~erance.
takes deliberate measures to culti mto the functionmg of the class if the ed
class (Van Niekerk 2006a: l03-l0 ~: the~ as part of the normal functionil1!i
2009: 7; Van Niekerk 2012:
302
~U:
;
5
2
Niekerk 2006b; Van Niekerk & Van N
An alternative way of thinkin 012: 107-109).
would like to be treated and th g about ~ues, is taking into account hOW le
h , en embodying th ·ate
24
ers w o have no favourites tr t
treat all learners with respe~t, :d ::izbod~ ese values Learners apprec1
even-handedly, care about all J~
I
Values may also be derived from ~~de when learners have done ~ell
as ~e ~can Ubuntu values mentio~ne s Particular cultural or life orientatJO~
CanJSation of education and utilisin ed above. Msiia (2009; 2014) argues for~
also many schools based on a parti ulg Ubuntu values to transfonn schools. Th
· c arreligious
· value system.
CHAPTER 4: THE EDUCATOR AS LEADER
. are many ways in which the educator

:r There0 th best ways has always be may attetnpt to establish these values,
;, but on~ ; ap:)y these values to learner:~t; model these values oneself, and at the
r same tiill als b integrated into th Just, consistent and fair manner. These
f vaiues can ° e e c Iassroom policy, which will be discussed in
Chapter 6.
th
Next, we !ocus ~n e second dimension of the Iong-tenn leadership task of the
educator. This entails firstly that learners be developed and trained in order to carry
t their tasks as learners. Once they have mastered th kn d kills d al-
' ou · d with their role as learn e owIe ge, s an v
ues associate . ers, they need to be increasingly empowered to
th
1 practise and .111:'~ly ese 07an 2
Niekerk 006b). They must be enabled and allowed to
take respons1bihty for therr roles and to work autonomously as far as possible.
, 4.1.4 The development and empowerment of learners

The educato~ must assis~ ~ th the development of the learner's potential in cooper-
0
ation with or he~, utilismg the curriculum, relevant teaching methods and tech-
niques, teaching media and whatever else is required, as effectively as possible. To
help the learner to develop, the educator must have a good understanding of the role
of the educator and the learner. Even the learner must !\.ave insigpt into the role of a
learner in order to make his or her contribution. '
Both educators and learners have a specific office/role to fulfil in the learning pro-
cess. Clarity on these offices/roles is essential to understand the development task of
the educator as a leader. The reflections of Stephen Fowler (Fowler, Van Brurnmelen
1 & Van Dyk 1993: 113-119; Van Niekerk & Van Niekerk 2009) on this will be taken as the
point of departure.
I Each office within the school community has responsibilities and the associat-
r ed authority for carrying out these responsibilities. Tbis includes the offices of both
~.educator and learner. A distinct authority is associated with each office. Educators
l·should therefore respect the office of learner and should assist learners to assume the
responsibilities of their office. Learners should honour the office of educator, namely
the person who has to take effective control in the classroom situation to guarantee
i effective learning.
' Educators should ask themselves how effectively they fulfil the educator roles
i identified by the Department of Education (South Africa, Department of Education
2000: 27-28; South Africa, Department of lligher Education and Training 2011). These
roles are:
• Learning mediator
• Interpreter and designer of learning programmes and materials
1 • Leader, administrator and manager
1 • Scholar, researcher and lifelong learner
• Member of the community, citizen and pastoral figure
' • Assessor
• • Learning area/subject/discipline/phase specialist
Educators cannot develop and empower learners in an appropriate·way if they are not 25
empowe d t fulfil their own roles as educators. They should work. to develop and
empowerrethemselves
o and use every opportunity proVI'de d m · this regard ; as a result,
f they Will be better able to equip learners to fulfil their roles as learners. I
l
0
.th behavioural problems who thfeaten to disrupt efficient

arners WI .... ,~mn hi h c~
Le
learning, or who prevent the educator from 1uu...........th
g s or ~r -~ction
should also be guided in appropriate ways to ~e up e resp~nsibilities of~1
as learners. The ultimate aim of any measure IS always to b~g learners to Ute
where they are willing to take up the responsibilities of therr roles at an app I
level. In this way, the learners as well as the educators are empowered to~
respective
The tasksoffices. . role of th~ e~ucator haii,
associated with the long-term leaders~P
been discussed: the creation of a vision; the effecti~e commurucati~n of the 1'
the creation of the desired value climate to contrtbute to the achievement ,
vision; the training and development of the learners and, finally, the empowellli!I
theInlearners.
coajunction with the long-term leadership role, we now need to pay altei
to the short-term leadership role of the educator. This relates to the way in whir!
educator exercises leadership in specific situations that may crop up on a dailyb
in the classroom.
4.2 THE SHORT-TERM LEADERSHIP ROLE OF THE

EDUCATOR
Educators face various situations daily that they need to handle from a leadffl
perspective. In this section we will focus on this situational aspect of educator!~
ship.
The characteristics of the educator as a leader, the characteristics of the lean
and a number of factors that determine the classroom situation will all affect the
cumstances and the events that the educator must cope with on a daily ba,gs,&S'
as~: educator's _leadership style (Van Niekerk 2006b; 2008). These intertwinedcl>J
teristics hav: an impact ~n the effectiveness of the educator's leadership style~
repre5:nted the followmg model of situational or short-term leadership, after\\7
they will be discussed (see Figure 4.2).
4.2.1 Characteristics of the educator
I :~:i::~::~a!::::~catr shows as a leader will be determined by facto~;

ented, his or her personali~ e:i~rs, wheth_er the educator is task- and/or v_e<>~
the expectations and trust '111th we~el of his or her knowledge and e~en:k 1
Masuku & Van Niekerk 2014· V N~ckh learners are approached (Van N1ek
' an ie erk 2016: 33-34).
4.2. 1. 1 View of /earners

Educator's need to view learners . . avP'
towards
. learning and apply themselves as to
persons
hi who can take a pos1t1ve ·• •r
hO c.,.,
vere m reaching meaningful g a1s ac eve learning outcomes, W 1 ~o
take part in problem solving ando d '-~ho can work in a motivated waY, andd ""~
ti ec1s1on aki an JJ'"
ve way. However, if an educator vi m ng in a creative, mnovative . e10,i
26 work, lacking ambition lazy . ews learners as.people who are negatl~ ..A.
, , prone to av ·din tJVllw
rm who should be threatened and controll OI g responsibilities and unrno uclltol
also be more prone to act lik di ed to reach outcomes then the ed
lW , ea ctator(an autocratic leadership
' st;yle).
CHAPTER 4 : THE EDUCATOR AS LEADEll
Characteristics of the educator
• View of learners
• Task orientation vs people orientati
• Personality on
Knowledge and experience
Expectations and trust
r
lncllnatlon to a specific style
Leamer acceptance of style

. Need for collective decision making
I+- . Knowledge and experience
. Personal needs
-
Characteristics of learners
.,, - - , -
• Level of responsibility
Characteristics of the situation
• Identification with learning -
outcomes Classroom culture and climate
• Motivation to excel
• Knowledge and experience
. Effectiveness of group work
• Time pressure
- --,,-- - -- -- --
I+-.
• Relationship between educator
and learners
• Structuring of the task
• Authority of the educator
. Characteristics of the subject
r -
,~
Effectiveness of a specific style
FIGURE 4,2 Model of short-term leadership

Source: Van Niekerk (1995: 45)
Both an overly optimistic and an overly pessimistic view of learners should be avoid-
e~. Arealistic view, based on what we lrnow about the nature of children and the indi-
VJduat natures of the learners in the class, is more desirable. People who work with
Youngsters need to have a positive attitude and a real desire to work with them.
4·2•1.2 Task-oriented and/or people-oriented approach

task-o~ented educator wants to get the job done and will emphasise activities such
t 1anning, directing and problem solving.
Will eopJe-ortented educators want to establish and maintain sound relationships and
Pt e~Phasise such things as expressing feelings, teamwork, harmonising and com- 27
in °1ttismg. One can also keep in mind the African Ubuntu values of humanity, car-
en%sharing, respect and compassion mentioned earlier when discussing a people-ori-
d approach to education.
The correct emphasis on these two dimensions in the d~room

dation for effective teaching and learning (MasukU & Van Niekerk 20.
Van SchalkwYk 1997: 19-20). It will also affect the educator's style 01
most satisfying learner experiences will be those where the class w
learner-friendly atmosphere.
4.2.1.3 Personality
Educators should strive to develop an emotionally intelligent personaJ
enable them to be excellent leaders of learners.
Emotionally intelligent educators are those who are able to (Minna
2003: 6--7; Palmer, Jansen & Coetzee 2006: 93-95; Coetzee & Jansen 200:
2011)
• understand their own emotions better
• manage their own emotions more effectively and thereby enhance th
ity of life
• understand others (including learners!) better and thereby live more
with other people
• build satisfactory relationships with other people at all levels and in
life, thereby improving their personal power and productivity.
The job of educator requires understanding and using one's own ti

hannonious reIations WI'th 1earners and other people one has to work
emo
witho
Although educators may have different types of personalities every
type can grow towards more emotional intelligence. '
4.2.1.4 Level of knowledge and experience

Their level of knowledge and e erienc .
will definitely affect the leaders~ I e of leadership and classroom mai
developed and desired leadershi Pb shty of educators. Educator leadershiJ
""'" born (Bass 2 . .PD e aviour can be Iearnt, as good leaden
necess,,.uiy 008 48 012
need to make choices regarding ;: ; = l~B--140; Maxwell 2007: 33). E(
I adopt. The success with whi h
or her knowledge and experience
ppropnateness of the leadership sv.
c anofeducator
le • this choice will depen<·
~xercises
ti ~e level of an educator's subject knade7hip (Van Niekerk 2008: 279).
s;~e. knowledge and experience is de;:; ~dge and of his or her professional
e Y also a factor that will affect JeaG
4.2.1.5 Expectations and trust

A leader who trusts foll
more prone to foll OWing
. owers and has realistic_ but high expectations of theJJl w
a democratic
1eadership sty!
4.2.2 Characteristics of learne e.

28 The .characteristics of learne . . rs
I
reqwred. We will discuss onlyrssome
unpact direct! on the nature of the JeadershiP t/13
relevant
"i
g
c aracteristics of learners.
_ _ .1 Level of responsibility
422
1,.eamers' readiness for respo~ibility will play a role in the effectiveness of a specific
JeadershiP style.1:he !eadership sty~e has to be adapted to the learners' level of matur-
ity. one of the cnte~a for meas~g learners' maturity is their readiness to accept
responsibility for their own learrung. This applies to individual learners or a group of
Jeamers (Van Nie~erk 2008: 280--281; Van Niekerk 2016: 35).
It is much easier to lead learners who have attained a measure of self-discipline
and responsibility.
4.2.2.2 Identification with learning outcomes

Many learners are not academically inclined, but the reality is that they are of school-
going age and they will have to find their way as grown-ups in society, which expects
people to have been prepared by schools to function properly.
This all actually boils down to a leadership challenge that the educator has to han-
dle. Most learners do not want to end as failures and therefore must be placed on the
right track by an educator who cares enough to provide the right direction. In this
sense educators have a great responsibility: they must make their classes interesting
and must motivate learners in the right way to assist them to identify with learning
outcomes (Van Niekerk 2008: 281-282). When this is attained, a more participative
leadership style is possible.
4.2.2.3 Motivation to excel

Motivation is dealt with in Chapter 6. The educator as a leader has to deal with the
fact that every class will have some learners who are motivated to excel, and others
who are not. Learners' motivation to excel in their schoolwork is a significant vari-
able, which affects the type of leadership provided by the educator. The ideal would
be for educators to motivate every learner to excel according to his or her ability (Van
Niekerk 2008: 282-283; Van Niekerk 2016: 35).
I
4.2.2.4 Knowledge and experience
, Educators should be aware of the level of knowledge and experience of the learn-
ers in their class since it will affect their learning needs and the type of leadership
: needed from the ~ducator. The key to successful learning is to meet the learner at the
right level, which is the level of knowledge and experience at which the learner finds
pumself or herself at the time of engaging in learning activities. The type of leadership
irequired also depends on this level (Van Niekerk 2006b; Van Niekerk 2008: 283-284).
f· The last aspect of short-term leadership that needs to be attended to (because it
,
~lllfluences leadership style) is the characteristics of the situation in which the educa-
tor as leader finds himself or herself.
42
• ,3 Characteristics of the situation
The followmg characteristics of the situation will affect leadership style (Van Niekerk
2008):
1• Classroom culture and climate 29
• Effectiveness of group work

• 'I'itne Pressure
u
H
@
L
• Relationship between the educator and the !earners

• Structuring of the task
• Authority of the educator
• Characteristics of the subject
4.2.3.1 Classroom culture and climate

Classroom climate is discussed at length in Chapter 5._ This is an important
because by fostering the creation of a classroom environment supportive of
tivity, teamwork and participation, an educator c~ unl~ash the inner mottv~
forces of learners. A positive, inviting classroom climate 1s generally associate(! ~
a more participative leadership style, which educators should pursue (Van Nie~
2008: 285).
4.2.3.2 Effectiveness of group work

If groups are trained well and they function well, the leadership task of the eduCil
can take on a new form, because it is much easier to facilitate autonomous leami
groups. Group work also provides opportunities for developing learner lead~
which opens up new vistas for participative teaching and learning. A daunting du
lenge for educators is, however, to provide the right type of leadership, taldng id
account the dynamics created in the classroom by group work as a teaching meill
(Van Niekerk 2008: 285).
4.2.3.3 Time pressure

The time pressure experienced in the classroom affects the conditions under whi
leadership is provided. A participative leadership style is generally more time-OI
suming and leaders are less inclined to adopt this style when there is great tiJUepn
sure.
4.2.3.4 Relationship between educators and learners
I
0
The educator-learner relationship refers to the degree to which learners tnJSt 1
respect the educator and are willing to follow his or h dir 11- ns A good relali
shi will ak • . er ec o .
:7t ~kn::/ow
P m e 1t easier to provide leadership· therefore it is very important for ed~
to e~tablish desirable relaiionships, which is discussed in
~e their le~:e~:~le that educators establish good relations with le~:I
c~1
3
which leadership is provide:~e c?mfortable and to better manage the situ
cators must establish relati . :ns1der also that to get along well with 1earne:d,
to know their learners ll ons ps based on authority and trust and theY sl!O
we.
4.2.3.5 Structuring of the task

Structuring of the task is the extent to w . ed, Jt
30 refers to the development of comm . ~ch a task is described and ~efirlved iJ1
task and the provision of methods ~a~on channels between those invol t,8/i~'
more uncertain the expected out omg the task. The less stractured a pro\1'
leadership (Van Niekerk & V N" ckome and the more difficult it becornes to
an 1e erk 2009: 15).
Fortunately, due to th~ curriculum being prescribed, the opportunity to use school
xtbooks, the cooperation of educators in schools and in clusters of schools, the
teature of initial educator training and in-service training, it is now easier for educa-
:ors to structure the learners' learning in a meaningful way.
4.2.3,6 Authority of the educator

The more power the educator has, the easier it will be to exert influence on learners.
' c1assroom discipline is discussed extensively in a following chapter. Suffice it to say
that the educator's duty to create an orderly learning environment and the learners'
1 rights to be able to learn within such an environment, are imperative for successful
learning to take place.

The educator can use the following types of power to create an orderly classroom
(Van Deventer & Kruger 2003: 140-141):
Legitimate power is also lmown as position power, which refers to the author-
ity delegated to a position. According to the position that they hold, educators can
expect learners to perform their duties conscientiously; if not, the educator can take
disciplinarY action according to the school rules.
Power by reward is used when rewards are given or withheld. Such rewards include
recognition and appreciation, opportunities for enrichment and development, encour-
agement and special favours such as holding a class party. Educators can use rewards
very effectively to motivate learners to reach the learning outcomes.
Coercive power is enforced by inspiring fear, whether psychological or
physical, and should be used with great care and only in extreme cases. Corporal pun-
ishment is forbidden in the present educational system.
, Learners follow an educator with referent power because they like, respect or
identify with him or her. Personal qualities such as charisma, friendliness, warmth
and a good sense of humour attract people.
Expert power is based on Imowledge and expertise, which every educator should
, possess with regard to subject knowledge, methods of teaching and educating children.
4.2.3.7 Characteristics of the subject

The nature of the subject taught will, to some extent, influence an educator's leader-
ship style. Some subjects are more challenging to learners than others and most have
unique requirements and characteristics that affect the way they are taught. This can
be illustrated by comparing the challenges of the language class with those of technic-
l al subjects where learners work with hazardous equipment. 1n some respects, educa-
' tors teaching technical subjects will act more autocratically, for example when learn-
ers disobey safety rules while working with or near machinery and endanger their
I own safety and the safety of others (Van Niekerk 2008: 288).
All these factors discussed under the situational leadership model have been
f ?erived from existing leadership models (Van Niekerk & Van Niekerk 2013). They will
1 lllfluence the leadership provided in specific classroom situations.
4•2,4 Leadership style 31

1 Three basic leadership styles (Kruger & Van Schalkwyk 1997: 20-22) are introduced
sh?rt1y, namely the autocratic, democratic or participative, and laissez-faire leader-
ITT!
Ship Styles. lllJ
The autocratic leadership style is teacher centr~d and Participation by

limited to listening, working, learning and performing. The teacher is not 1
ented and therefore the classroom climate is often impersonal and cold. The,.,, CHAPTER 5
er takes the decisions, controls activities and draws up cl~sr?o~ rules ¾d
ures. One-way communication is the order of the day and disc1plme is rigid, p
M nag'1ng the c\assroom en\
Q
growth, creativity and cooperation among learners are hampered, While learn
acquire a negative attitude towards the subject because o_f this le~ership sty[~~
The participative leadership style encourages learner mteraction and Patti • "Classroom climate" is, according to Rogers ( 0ll· ,
in .le~g ac~vities_. The teacher maintains a balance between t~e task and experiences in its normal daily life. As a class is fun~~ 2 19
onentation, bemg friendly and approachable. Learners take ~art m decision relational dynamic is central to how positive the class
and setting of the classroom policy, and learners have say m classroom ~ positive each of its members will feel about belonging
Initiative and creativity is encouraged, and learners receive recognition and ap scored by McBer (2000: 15), who describes classroom ,
tion. The classroom atmosphere is relaxed and productive, while discipline is 5<li ception by learners of what it feels like to be a learner in
The laissez-faire teacher remains in the background and does not give firm~J room.
tion to classroom activities. Learners carry on in their own way, and there is Effective educators use their knowledge, skills and
little evidence of productive work. The laissez-faire leader is actually a leader learning ~~vironments in their classrooms. They creat1
has withdrawn from his or her leadership responsibility and will only inte opportunities to learn, where learners are well manage
extreme circumstances. Deventer & Kruger 2003: 18).
Van Niekerk (1995: 46-47) points out that the characteristics of the leader This chapter aims to assist educators in this task
predispose the leader to a specific style of leadership, such as a more dem~ positive classroom environment by
m?re autocratic style. The d~gr~e to which the leader's style of leadership is ac • distinguishing the features of a classroom as a learr
will depend on the charactenstics of the learners. It will also depend on the d • discussing the stages for building a positive classro
w~chknowledge
their the leadership style _takes into account the personal needs of the learners,1l • reflecting on the classroom as .a physical
and expenence. . environm,
Th
em . . of the educator and those of the ti1 • managing resources for effective teaching
· te raction between the charactenstics .
ers thus leads to the m~estation of a specific style of leadership. The effectiVl'II • establishin~ a ~ositive socioemotional classroom E
of the sty~e _o f leadership that emerges under specific conditions will depend onl - comrnurucation . .
charac~nst~cs of the learners and the characteristics of the situation that are I - educator-learner relationships
cussed m this chapter. \ - peer relationships
The ~d~~~tor should strive towards a situation in which each role-player fulfils\ • designing and applying a personal discipline strat
re~ponsibi11ti~s associated with his or her role while movin towards the best teal •
I ship ~tyle, taking the contextual factors into account. g Classroom climates differ widely. The _ps~~holof~:
I It lS th~ up_ to you as an educator to use the model provided in this chapter to•\ phere in a classroom could vary from
y~e the situational factors affecting your context of leadershi in order to come competitive and tense: Research data m c: be cl
_m;tin!, tha
with the best short-term and long-term leadershi . . p ence the classroom climate. The facto~ .
p provision. Horst & M D aid cited in UNISA 2006. 34).
In ~IS
fil · chap~r a leadership model was described th t . t th educator to\ 1. Ecology c on
- the ' physical aspects ofth e classrc
or her unportant leadershi rol . a can ass1S e . . ·on • etc.
made between the long-term anlth e m a more systematic way. A distil\Cti I 2. Milieu - that part of the classroom that can
cators handle daily challenges in e short-term dimensions of the role to he_Pltt class
term vision. A glance at Figures 5 :uch a way that they stay on track for
enable the reader to recall all th .. and 5.2 (which summarise these dimens10
~~li
Social system - the formal and informal rul
3.
ships in the classroom
importantly, With this model in :::ortant a_spects discussed in this ch~~;;;J,~ 4. Culture - the values, beliefs, systems and nc
leader who is Pllrposefully contrtb . ' You Will stay on track as a true e ti()I\
32 the followmg chapters im rtan Uting to the upbringing of the next generaus-J
more detail. ' po t matters referred to in this chapter are ruse
i
Managing the classroom environment
J.L. Wydeman
"Classroom climate" is, according to Rogers (2011: 198), the tone that the class
experiences in its nonnal daily life. As a class is fundamentally a group of people, the
relational dynamic is central to how positive the class as a whole will be and how
positive each of its members will feel ~bout belonging to this group. This is under-
scored by McBer (2000: 15), who descnbes classroom climate as the collective per-
ception by learners of what it feels like to be a learner in a particular educator's class-
room.
Effective educators use their knowledge, skills and behaviour to create effective
learning environments in their classrooms. They create environments that maximise
opportunities to learn, where learners are well managed and motivated to learn (Van
Deventer & Kruger 2003: 18).
This chapter aims to assist educators in this task by helping them to develop a
positive classroom environment by
• distinguishing the features of a classroom as a learning community
• discussing the stages for building a positive classroom climate
• reflecting on the classroom as a physical environment
• managing resources for effective teaching
• establishing a positive socioemotional classroom environment by focusing on
- communication
- educator-learner relationships
- peer relationships
• designing and applying a personal discipline strategy.
Classroom climates differ widely. The psychological and social "feeling" or atmos-
phere in a classroom could vary from inviting, friendly and relaxed, to threatening,
competitive and tense. Research data indicate that a number of factors could influ-
ence the classroom climate. The factors can be clustered into four groups (Van der
Horst & McDonald, cited in UNISA 2006: 34):
1. Ecology - the physical aspects of the classroom - space, furniture, equipment,
etc.
2· Milieu - that part of the classroom that can be described as the "feeling" of the
class
3· Social system - the fonnal and infonnal rules that guide interpersonal relation-
ships in the classroom
4· CUlture - the values, beliefs, systems and norms existing in the classroom
FFECTIVE CLASSROOM MANA~•• .. -
pARI A: E
p,
5.1 THE CLASSROOM ~SA LEAR~ING COMMUNITY
_1. features of a Iearn1ng community
5 1
Arends (2012: 81) describes the classroom environment by using a C13Ssifi . !
• Classroom properties, ~, :
• c1assroom processes,
• c1assroom structures.
Classroom processes
Classroom properties
Unpredictability • Expectations • Norms
, Multidimensionality • Leadership
• Publicness • Commu~ I
• Simultaneity • Attraction • Cohesi'lef'ESs 1
• Immediacy - -
I
--
r c. . . . .
I I
Classroom and Its learning community

• Support
l
• Clarity about the outcomes of a lesson
• Safety
• Order within the classroom
• Standards of behaviour
. Interesting. comfortable and
attractive environments
• Fairness McBer (2000: 15)
• Participation
-
I -
Classroom structures
Classroom participation structure'
• Task structures
-
• Classroom goal and
reward structures
--
--
FIGURE 5•1 Three dimensions of classrooms
Source: Arends (20l 2: 98)
• to teach, 10th edition. Boston: McGraw-Hill cornPa nies' inc,
© Arends (2012·· 98) · Learning
0
Educators who . we c1assro

the i II . are successful at creating a good atmosphere Jl\
o owmg human relationship skills:
• Communication kills
• Foste . s (Chapter 5)
nng a sense of indiVl.dual importance (Chapter 6)
• Fostering
a sense of belonging (Chapter 6)
~en if an educator unde t,heY are aU pi
still does not ensure a porstands
'ti all the various elements and to .,11derst$
...,. v
development of s h s1 ve learning environment. You have ·ouS ele
• uc an envir -rhe
1 v-311 0 be'
tioned by the cliff onment happens in stages. " JUY
th:g
[ tional if they are :~e~ authors only begin to make sense and
classroom. p ed correctly at the right stage of develoP
t11e c!O
CHAPTER 5 : MANAGING THE CLASS~OOM ENVIRONMENT
5.1.2 Building stages for a positive classroom cllmate

The key issue for Rogers ( 20ll: 199) is that educators should strive for consist,ency.
]'his can be achieved by understanding that there are different consequential stages in
building a positive climate in the classroom.
1. THE ESTABLISHMENT PHASE

During the establishment phase, the focus is preventative. The educator aims at mini-
mising unnecessary ~ruptions by having a thoughtful balance of rights, responsibil-
ities, rules and routines (Hook & Vass 2000: 29). The agendas that you set at this
stage wholly determine your success in implementing a classroom management plan.
It will set the daily climate for the academic and social growth of your learners. At
this st.age, learners are psychologically and developmentally ready for the educator to
clarify how the class is supposed to work.
2. THE CONSOLIDATION PHASE

Learners naturally, and normally, test boundaries, routines and rules. It is important
that the educator continue to teach, encourage and maintain what was established.
One cannot expect all to be fine just because there is a set of published rules.
3. THE COHESIVE PHASE

This phase is characterised by strong relational ties with the class and a positive
working knowledge of the class and its individual dynamics. Classroom management
has now moved into a relational phase. However, to build effective relationships
requires effort, commitment and skill, a process that Hook and Vass (2000: 20) call
building rapport with your learners. By establishing rapport, you are making a con-
nection with your learners at an emotional level. This means that your learners are
comfortable with you and have developed a measure of trust in you.
Through the establishment and consolidation phases learners were enabled to con-
trol many aspects of their own behaviour and learning. During the cohesive phase,
cooperative learning, classroom meetings and peer-teaching are the norm.
Now that you are aware of the stages of development of a classroom environment,
Dne of the first aspects that you will need to plan carefully is how you will utilise the
Physical space available to you.
5.2 MANAGING THE PHYSICAL ENVIRONMENT

l'he way an educator arranges a classroom communicates messages about his or her
!xpectations of how the room should be used. Careful use of the physical space could
nake a considerable difference to classroom behaviour (UNISA 2006: 34).
. When organising the physical layout of the classroom, the educator must keep the
ollowmg considerations in mind (Louisell & Descamps 2001: 224):
' Visibility • Accessibility
' Fieldbi!ity • Comfort
35
' Aesthetics
effective seating arrangement should give the educator close proximity to all <
earners. Several formations are possible (UNISA 2006: 35). 0
TABLE 5.1 Seating formations
Formation Use
Horizontal rows
, Useful for independent word presentations and reci .
• Learners focus on the educator tations
, Learners work more easily in pairs
, Good for demonstrations
• A poor arrangement for large group interaction
Clusters of
• Best for learner interaction
four and circle
• Also allows for individual work
arrangement
, Circles are good for discussions
• Clusters permit learners to talk, to help one another, to share rna .
to work on group tasks eriahi
1
• Not conducive to whole-group presentations
Stack formation
, Learners sit close together near the focus of attention
, Used for short periods of time only as it is not comfortable
• Creates a feeling of group cohesion
• Helpful for demonstrations, brainstorming sessions, etc.
, Useful for seeing a small visual aid
While the various arrangements will not guarantee learner participation, it is iJIII
ant to consider classroom space as part of planning for instruction, as space can,
an important role in creating an optimal learning environment. .
A basic classroom may include the following decorative elements (Marz.ano,a
in lJNISA 2006: 35):
• Acalendar
• A place for school announcements and school spirit paraphernalia
• A place for posting expectations regarding the correct format for assi·gnmenij
• A place for listing daily assignments or the daily schedule
• A place for displaying information about current topics
• A place to display learners' work
I 5.3 MANAGING RESOURCES FOR EFFECTIVE TEACHIN\ ,

One of the main predicaments that educators face today is ~at of A c1ass s~ .
art fr0011
problem is obviously one of quality (instruction) versus quantity, p
plinary aspects, large classes present a number of difficulties:
• Learners are not sure of the purpose of instruction.
• They do not know whether they are progressing or not.
• They do not know how to improve.
• They do not have the opportunity to read widely. I<
• They cannot get help from the educator to support independentwor. .
36
• There is a lack of opportunity for discussion. d weir vil 1 11
• The educator is unable to cope with the Variety of learners aJ1
learning needs.
• The educator has difficulty motivating the learners.
CHAPTER 5 : MANAGING THE CLASSROOM ENVIRONMENT
A key aspect of managing l~arning in a large classroom is often the production of

appropriate res~urces. The t~e and a1:ention given to the creation and presentation
of various matenals and media could tngger the success or failure of a lesson. Resour-
ces are often the "lens " through which learners view the learning area and the lesson.
Many lessons are less than successful because inadequate and insufficient resour-
ces have been prepared. Your materials and media should be
• accurate
• well laid out
• readable
• interesting and varied
• Jinked to the outcomes and contents of the lesson
• sufficient
• used constructively.
In conjunction with this, resources should be tied to the age and ability range of the
class, the time available, the teaching strategy used, the layout of the classroom and
the likely reactions of the learners.
5.3.1 Independence strategies

One way to address the problems of managing learning in a large class is to use
"independence" strategies by which learners are motivated to become independent
learners. Van der Horst and McDonald (2003: 85) suggest the independence strategies
listed in Table 5.2 for problems resulting from large classes.
TABLE 5.2 Independence strategies
Problems resulting from Independence strategies Examples

large classes
:ack of purpose Use learning outcomes

Knowledge of progress Self-assessment
~ice on improvement Peer feedback and assessment
~port of wide reading Develop learners' research skills
Support of independence Independent group work
Opportunity for discussion Independent, learner-led discussion groups

Variety of learners Establishing support mechanisms, e.g. peer
support groups
Learner motivation Problem-based learning
t should be clear from Table 5.2 that independence strategies will have a direct
lllPact on the resources needed for managing the learning a large class. While such
trategie8 Will rtainly lighten the load of the educator m terms of the amount of
0
es Urces need:~ they also mean that much more thought and planning should go
nto '
the Preparation of resources.
5.3.2 The flipped classroom

Another way to manage large classes is to apply the "flipped" classroom mOd
is becoming popular, mostly due to the advancement of technology in the c~
Schell (Danker 2015: 175) found that in lar~e class~~oms, engaging the 1
together is a challenge - even more so when using 1:1'aditional app~oaches to~
which research has demonstrated to be less effective than more mteractive 1
ologies. Kachka (Danker 2015: 175) states that implementing a flipped cJas.sn
a large class size may boost the learners' academic attainment as it generally 1
more focused teaching and learning to take place in the classroom despite tl
size (Danker 2015: 175). The flipped classroom's online material enables
tors to coach large classes as learners engage with the topic on an individw
through the internet while for its in-class teaching approach, small-group disC11
peer-learning and enquiry-learning can be used to engage learners in their le
especially for a large class size.
In short, a flipped classroom means that learners watch the lesson (pretaJ
home, and then do the applications or homework in class where the educatori
able to assist.
Danker (2015: 172) found that when educators effectively integrate commun
technologies in their teaching, they create engaging learning environments, esJ
as learners have already adopted technology in their lives and use it increasil
learning. In fact, in this way, the educators are present to help the learners !
learners can also help each other.
The flipped classroom promotes an environment that increases the inte
between the learners and educators and engages the learners in learning t
application and practice. In this aspect, flipped classrooms use a learner<
approach as it focuses on learners' learning and it places the responsibility fo
ing more on the shoulders of learners than educators.
There are, however, also a number of limitations to the flipped ell
approach. Danker (2015: 175) mentions the following limitations:
• It requires careful preparation.
• Prerecording lessons requires skill and time.
• Out-of-class and in-class learning need to be carefully integrated.
• There are concerns about learners' access to the internet (cost of data).
• Another concern is that learners do not take on the responsibility of watcl
lessons and thus cannot participate effectively in the classroom.
The ~pped classroom approach could empower learners to take charge of!'.
learning ~d to be engaged in peer-learning. It could enable educators to h_a .
one teaching through a technology-infused lesson despite the large c1ass size
5.4 ESTABLISHING THE SOCIOEMOTIONAL ENVIRON"1i~

5.4.1 Introduction
38 A 'gnifi b and IE
s1 cant ody of research indicates that acad . chievernent . '('I
n
.:25
:!Ii
behaviour are infl
.
db emic a • s!UP·
uence Ythe quality of the educator-learner relation n "'~
1ty of ~e educator-learner relationship therefore has a ctramatic effect ~70), J
learners personal needs are met in the classroom (Jones & Jones 200 1·
©
CHAPTER 5: MANAGING THE CLASSROOM ENVIRONMENT
. to Louw and Du Toit (2010: 119), educators should gain learners' respect through
;:!demic profic_iency (kno':ledge of su~ject content) as well as professio~al. pr~fl-
ciency (application of teaching and learmng methodology), and not because 1t IS sun-
ply expected.
5 _4•2 communication
Communication is essential for any relationship, especially for the relationship
between educator and learner. In fact, effective communication skills form the foun-
dation for sound classroom management.
5.4.2.1 What is communication?

Communication can be described as the transmitting of an idea by someone (the
sender) and the understanding thereof by another (the receiver).
5.4.2.2 Methods of communication

People communicate on many levels when they transmit and receive messages. How-
ever, communication does not refer solely to the verbal, explicit and intentional trans-
mission of messages. It includes all those processes by which people influence one
another. Communication, whether verbal, non-verbal or written, is the link that ties
people together.
VERBAL COMMUNICATION
People communicate with each other most often by talking. Verbal communication
can be of two types: face-to-face and by telephone. Face-to-face communication is
affected by visual and vocal elements, and also by the active listening skills of the
receiver. Telephone communication is affected only by vocal elements, while the role
lf active listening is much more important for successful communication.
Elements that affect communication

Visual elements Eye contact
Facial expression
Body language
Vocal elements · Tone of voice

Speed
• Fluency
• Accent
Pronunciation
Active listening skills Marginal listening
Evaluative lisfening
Projective listening
' 39
:IGU
.•ource•RE
A S.2 Elements that affect communication
· dapted from Van Schalkwyk (2001: 120) i
@
Compare, for example, the effect of the following three types of liste .
munication: llirtg on
• Marginal listening. This is when the receiver gives the speaker only a ,,
his or her attention. It is a dangerous type of listening which can lead ~rn~
standings and may even insult the speaker. The educator who pretends to~•
a learner while actually worrying about some other problem is asking~
,or tro
• Evaluative listening. A person uses the time created by the slowness of
8
the quickness of listening to judge and evaluate the message. The listeners
therefore approve or disapprove of the message. On the negative side, lis1 t
may be so busy judging what is being said that they do not really Understa11d'1
ensure that they have understood the message, decide what their opinion
it and decide on an appropriate response.
is :
is being said. On the positive side, if the time is used correctly, the listeners lll
• Projective listening. While hearing the speaker's message, the lis~ener p ~

ly avoids any attempt to criticise, approve or disapprove. The listener attempti
project himself or herself into the mind of the speaker and really tries to llnil
stand the speaker's viewpoint without evaluating the message at this time. Eva
ation of the content of the speaker's message must happen in any communicali
process, but it should not occur until the listener has heard, considered and llnil
stood the meaning of the whole message.
The major advantage of verbal communication is that it is a two-way process. ltp

vides for speedy exchange of ideas with immediate feedback. A major disadvan~
when the message has to be passed through a number of people, because the mesll
tends to become distorted or filtered as it passes from one person to another.
NON-VERBAL COMMUNICATION
Research indicates that only about 40 per cent of our communication is ve;
The remainder consists of facial expressions, body movements, p~ysi~al 3~
ance, clothing and posture. It is suggested that non-verbal commUillcation ron
I approximately five times more weight than words, and that when these tw;
si#
of communication do not correspond, people tend to rely on the non-verb igllOI
The danger of non-verbal communication is that it may be misinterpreted 0 ~ is ol
On the other hand, the advantages of non-verbal communication are that it Jllllll
powerful, it is essentially honest, and it adds a whole new dimension to our co
cation.
WRITTEN COMMUNICATION ·cal

. . [l\Jtl~
The alternative to verbal and non-verbal communication is wntten co d cifCU
Some forms of written communication are letters, reports, memoranda an uttlc'
40
exam papers and homework instructions. The advantages of written co~dVlll'1
are that it is permanent and it provides· records and references. The to~
are that it does not provide immediate feedback and it may take a long esS3ge!
:e
u
c'.il
~i.
whether a message has been received and understood properly. Writte~ J1l ratioo'
also easily be misunderstood because they do not explain the underlyitlg
@
the message.
5.4,2.3 A basic
. model
. for effective communlcation
Before .commurucation can take place' a PUI'pose exp d
veyed IS needed (UNISA 2006· 38) This ' resse as a message to be con-
er) and a destination (the rec~iver) It is message passes between a source (the send-
bolic fonn) and is passed by way ·of s encoded by the sender (converted to a syrn-
ome medium (ch l)
retranSlates (decodes) the message initiated b anne to the receiver, who
th
meaning from one person to another. Y e sender. The result is a transfer of
In a model for understanding comm • . th
described as the steps between a source ndurucation,_ e communication process is
a a receiver that result • the
m,e,aning. Seven elements or parts can be identified . . in transfer of
ing during the communication process Th ' which mclude encoding and decod-
. ese e1ernents c b ill
1. The communication source (the educato . . . an e ustrated as follows:
thought (idea, instruction request) t r) ll1ltiates the process by encoding a
. . • o create a message An 1 . .
mg a certain concept to the class. · exarnp e IS explam-
2. Encoding refers to converting a comm . ti

When the source encodes the thought 'r1ca on:~ssage into a symbolic form.
message: skill attitudes Imo d ct' our co~ tions may affect the encoded
. ' , ' wIe ge an the soc10cultural system.
- Skill. The source s speaking listening reading d . . .
the encoding of messages. ' ' an reasonmg skills influence
- A~titudes. Attitudes influence behaviour. The preconceived ideas and the
mindset of the so~ce will influence the encoding of a message.
- K~l,edge. Too li~e knowledge on a subject limits the source's communi-
cation. Too extensive knowledge on a subject may lead to the encoding of a
message that receivers are unable to understand.
- Sociocul~ural _system. The values and beliefs of the source will also determine
the way m which the message is encoded.
3. '.The message is the actual physical product (sound of voice, letter, notice) corn-
mg from the source. It is what is communicated. The message is affected by the
code or group of symbols Oanguage) used to transfer meaning, the content of the
message and the decisions we make in sekcting and arranging both code and
content.
4. The channel is the medium through which the message travels (person-
al, telephonic, or written communication) and is selected by the source, who
decides whether it is a formal message (e.g. a request to take leave) or an
informal message (e.g. greeting someone or inviting someone to lunch).
0• Decoding is the retranslating of a sender's communicated message by the receiv-
er. The receiver's decoding is affected by his or her skills, attitudes, knowledge
and sociocultural position, as is the case with the encoding by the sender.
6· The receiver is the person who decodes the encoded message to assign mean-
ing to it.
7· A feedback loop is the final link in the communication process. It means that
the understanding of the initial message is communicated back to the source.
Feedback is the check on how successfully the intended meaning contained
in the transmitted message has been transferred to the receiver. It determines
Whether or not understanding has been achieved.
5.4.2.4 Barriers to effective communication

There may be other factors beyond the communication process its If
tribute to ineffective communication. The second step on our wa~ :at
llili
effective communicators is to consider such barriers to effective c beiJigl
0
These barriers include (Van Schalkwyk 2001: 131): 11Unlllli~
• Filtering • Selective perception
• Information overload • Defensiveness
• Language abilities • Poor listening skills
5.4.2.5 Guidelines for effective communication

Van Schalkwyk (2001: 135) gives the following guidelines for effective comm
tion:
• Give a clear message; include your feelings.
• Listen carefully and actively.
• Repeat the specific message and the feelings expressed.
• Clarify whether you have heard correctly.
• Give of yourself.
• Consider your feelings about the message that you have received.
• Consider your response to the message (both fact.sand feelings).
Now that you are aware that the way you as an educator communicate with.lelll
impacts on how they experience the learning situation, section 5.5 looks at 3.5jl
that could facilitate the development of effective relationships between educatm
learner.
5.5 ESTABLISHING POSITIVE EDUCATOR-LEARNER

RELATIONSHIPS
In 1974, Thomas Gordon (cited in Jones & Jones 2001: 75) wrote that the relaO;
-~
between an educator and a learner is good when it has the following characte .
• Openness or transparency. Each one is able to risk being honest WI"th (he ~
one.
• Caring. Each knows that he or she is valued by the other one.
• Interdependence. This is opposed to dependency. .\11•~- 1
. allows each to develop his or her uruqueneSS,
• Separateness. This . creatI ·
individuality. wer·,
0
• Mutual meeting of needs. Neither's needs are met at the expense of the
Creating good educator-learner relationships would therefore involve:

• Creating open, professionally appropriate dialogue with learners
• Systematically building better relationships with learners
• Maintaining a high ratio of positive to negative statements
• Communicating high expectations
• Creating opportunities for personal discussion
Marzano, M~ano and Pickering (in Beaty-O'Ferrall, Green & Hanna 2010: 2) found
in an extensive study ~at _ed~cators who had high-quality relationships with learners
had 31 per cen_t fewer dis~ipline problems, rule violations, and other related problems
over a year's time than rud educators who did not. Bender (Beaty-O'Ferrall, Green &
Hanna 2010: 2) found that the characteristics of effective educator-learner relation-
ships were not based 0 ~ the educ~tor's personality or whether the educator was liked
or not, but rather specific behaVIours, strategies and fundamental attitudes demon-
strated by the educator.
Based on ideas coming from the fields of counselling and psychotherapy
Beaty-O'Ferrall, Green and Hanna (2010: 3) suggest a number of strategies that can be
used to build effective relationships in the classroom.
TABLE 5.3 Relationship strategies

,-
Strategy Description
Building empathy Empathy can be described as "seeing with the eyes of another". This results
in the learner "feeling understood". (Educators can best develop empathy for
learners when they are aware of their own personal and cultural biases.)
Admiring nega- This strategy sees the negative behaviour of the learner as a "skill" that he or
tive attitudes and she has been refining and practising for many years. Rather than engaging
behaviours in a power struggle with such a learner, an educator should acknowledge
the skill that the learner has worked so hard to develop - and then redirect
it. (Also refer to the redirection steps in the 20-step discipline model that
follows later.)
Leaving the ego The ability to manage one's own emotions as they arise is one of the educa-
at the door tor's most demanding skills. It also marks the difference between an effective
and an ineffective educator. It is therefore a good idea to suspend (put them
away for later) his or her own issues as they arise.
Multicultural con- It is important for educators to be aware of how their racial and cultural
nections heritages have an impact on classroom climates. For educators to engage in
successful intercultural interactions, they must maintain a "wise" approach
to learning relationships by making meaning of the curriculum as it relates to
the learners' lived experiences outside the school.
From Table 5.3 it emanates that learners' self-image, self-concept and self-esteem play
an important role in classroom behaviour. Self-esteem describes the emotional con-
nection to learning. This section will develop the skills an educator needs to create a
learrung environment that supports the different dimensions of self-esteem. One can
make a distinction between self-image, self-concept and self-esteem:
• Self-image is the picture that learners have of themselves.
• Self-concept is the idea that learners have of themselves.
• Self-esteem is the feeling that learners experience from their self-image and
self-concept.
Self-esteem gives learners a feeling of security, connectedness, com~etence . and

Power over their own lives. This feeling has three sources, namely heredity, envrron-
11\ent, and the perception of both. Because self-esteem is a feeling it can change.
Therefore, educators should be aware of the environmental factors that have a pro-
I
43
0
a
found influence on learners' self-esteem. Belvel (2010: 74) identified the folio .
environmental aspects:
1. Parents: Parents fulfil the learner's physical and emotional safety needs
birth. They also make choices about the learner's school and other I
environments that have an influence on self-esteem.
2. Significant others: These are people whom the learner looks up to and
may include educators, counsellors, family members, etc.
3. School environment: The school plays an important role in how learners~
about themselves, and includes all the staff members who interact with them.
4. Society: Society provides the context an~ ~ulture for reflecting on w~ere one
in, and includes the neighbourhood, teleV1S10n, church and other social grou
5. Peers: Peers influence self-esteem through group pressure and
formation.
Learners who do not feel included in a social group and who feel they have no po
over their own lives are victims of their situation; they do not do well academically.
Belvel (2010: 76) quotes many researchers who have substantiated that feelings
connectedness, autonomy and power are the biggest determiners of learners' succ
in school and in life. Educators consequently need to create a climate that fo
these aspects. Educators should therefore understand that self-esteem develops] ·
certain order:
1. Security is first and is created when the environment is consistent, but not rigid.
2. Connection and bonding are second and are related to learners' need to coll
ate and work together. I
3. Competence is third and is built by experiencing suc~ess and knowledge of w~
l
one does well. j
4. A sense of autonomy and influence or power is fourth; this cannot be develo~
before the others are developing. It relates to learners' inputs and their particiJ
tion in decision making.
5.6 CREATING POSITIVE PEER RELATIONSHIPS

Peers play an important role in determining the quality of the learning environm
With today's in~reased emp~asis o~ _learners' achievement, educators are often he$J
tant to spend time on creating positive peer relationships in the classroom. In ad
tion, educator education programmes seldom provide educators with specific sJ<ll
for developing positive, supportive groups.
5.7 POSITIVE CLASSROOM CLIMATE

~owever: it is n?t enough to simply feel good in the classroom without any cons~1
44 ive learrung taking place. Learners should not like to be in your class because 1 J
only play and no work. The skill in this case is to get the learning and work done 5
cessfully while everybody ertjoys being in your class.
1 creating a learning mllleu

7
5,.
Research in~cates that a clear distinction can be made between work-oriented and
rnir,,g-oriented classrooms. In the first, the focus is on production. Learners fol-
1,e
a mstr11ctions carefully to complete their tasks. These classrooms are usually well
JoW
managed and qme . t , bu t the responsI'bill'ty for the learning talcing place lies with the
ts;. educator.
In the second type of classroom the focus is on learning. The learners still have to
follow mstructions, but they are also encouraged to question directions and explore
feel pos.sibilitie~. These cl~ro?ms ~e usually noisy, with a lot of learner activity, and the
responsibility for learmng lies with the learners.
,ftti The educator who values learning, views the classroom in terms of the learning
s. that is taking place, not only the work done. The objectives aimed for are the learn-
ers' valued knowledge, skills and attitudes. According to Van der Horst and McDonald
(2003: 99), the foundation of such a learning-oriented classroom is a gystem of critical
attitudes.
• The first critical attitude is respect for the learners. The educator's concern for the
learners as individuals is emphasised.
• The second critical attitude is credibility. Educators who are credible practise
what they preach.
• The third critical attitude is educators who hold themselves and their learners
accountable for the learning that is talcing place.
5.7.2 learner motivation

or• Educators generally believe that learners who are motivated to perform competent-
ly on academic tasks will learn in accordance with their academic abilities. While
1at this aspect alone makes it worthwhile to encourage learners' motivation, a beneficial
by-product of having motivated learners in class is that they make the educator's task
of managing the classroom easier.
ed
,a-
5.7.3 Discipline
Research done by Nelson, Martella and Galand (cited in Marzano 2003: 27) indicates
that the public consistently identifies the lack of discipline in public schools as the
most serious problem facing schools today. Although disciplinary problems impact
on the school as a whole it is the classroom educator who is the first line of defence.
Two disturbing facts arising from this research are the following:
1. Educators generally believe that they are not only unpr~pare? for de~g with
disruptive behaviour, but that the increasing amount of disruptive behaVIour sub-
Sf:antially interferes with their teaching. . . . .
2· It is estimated that only about half of all classroom time IS used for mstruction
¾d that disciplinary problems occupy most of the other half.
It is important t . t out that addressing disciplinary problems is not the sole

tPo,.. o porn dis . 1· . b' . 45
enl'Ofisibility of the classroom educator. Effective CIP me IS a com mation of
I ective In t at the school level and effective management at the classroom
eve1, In th anage1;1en ti'ons we focus on some interventions that you as an individ-
lla! e next Lew sec . lin · th I
educator could use to ensure more effective disc1p em e c assroom.
PART /l
5. 7.3.1 Rules and procedures

rdi t Van der Horst and McDonald (2003: lOS) .
Acco ng o . th tb , Ill order
that are conducive to learning, ere mus. e an organisation tc
to
place. Educa rs should therefore establish procedures that and
WiU 11c
areas:
• Administrative procedures (attendance registers)
• Learner movement (entering and leaving the classroom)
• Housekeeping (keeping the class clean)
• Routines for accomplishing lessons (handing out and collectin o
• Interaction between educator and learners (respect) g ·
• Communication between learners (group work)
5.7.3.2 Developing positive classroom rules

The first step is to develop classroom rules. This_is a system thiu
express the behaviour you expect from learners, as well as what they c
you, the educator. The aim of the classroom rules is to establish a fair
way of promoting good behaviour and dealing with misbehaviour. s
rules usually consist of three parts:
• Rules that learners must follow
• Consequences of breaking rules
• Rewards when they follow rules
A number of requirements must be met for the successful development,

rules.
5.7.3.3 Participation of learners

• The classroom rules should be drawn up by both the educator and th e1
• learners.
The various aspects of the rules should be finalised through agreemei
I · tive compilation of the classroom rules will ensure that the lea
• PartiCipa
ownership of it.
• The first person, I.e.
• "we" and "our" should be used in the fonn uJation of
room rules. '
5.7.3.4 Guidelines for setting rules

Effective rules Will be
• few in number and r k
• stated POSI"tiVely m ed to the school rules
• negotiated With learn
• te hab ers
ac le and enforceable
46 • flexible and op
44
• frequentiy reacten to renegotiation
through
:a • written and I and referred to
c early displayed
i. 0 • stated generauy but ill
@
• compliant With i Ustrated With specific examples
ega1 reqUirements.
w·th t;his in mind, the logical steps in developing such classroom rules are the follow-
(lJNISA 2006: 41):
STEP 1: WRITE DOWN EXAMPLES OF BOTH GOOD AND INAPPROPRIATE BEHAVIOUR
STEP 2: DRAW UP A LIST OF RULES FOR DEALING WITH THE BEHAVIOURS IDENTIFIED IN
STEP 1
STEP 3: DRAW UP A LIST OF STRATEGIES THAT CAN BE USED TO DISCOURAGE

INAPPROPRIATE BEHAVIOUR
STEP 4: APPLY THE KNOWLEDGE YOU HAVE GAINED SO FAR TO DRAW UP POSITIVE
CLASSROOM RULES
It is, however, not enough to have classroom rules in place if you do not apply it in a
consistent and continuous manner.
5.7.3.5 Managing learner behaviour in the classroom

The educator plans classroom activities to accomplish certain learning objectives.
When learner behaviour is at cross-purposes with the educator's expectations of
achieving these objectives, it could be labelled "misbehaviour" (UNISA 2006: 42).
Louw and Du Toit (2010: 131) identify a number of key factors for maintaining
classroom discipline. Effective classroom managers
• are proactive in their classroom management style
• create a learner-centred classroom
• monitor learners all the time
• make known the learning objectives for each learning experience
• treat all learners with respect and care
• plan and prepare lessons carefully
• punish only in line with the school's code of conduct
• do not sit down when they are teaching
• set positive and reasonable class rules through consultation
• deal with today's problems today
• get help from the school management team to prevent discipline issues getting out
of hand
• keep the parents informed.
It ·provides educators with a structured set of alternatives from which to choose in

responding to disciplinary situations in the classroom.
Four conditions are necessary for the 20-step model to work:
1. The goals and values of the school must be reflected in the disciplinary approach-
es used in the classroom.
2· The role of the educator as a professional must be clearly established.
3· The role of the learner must be defined according to the school's mission and 47
goals.
4· The school disciplinary approach must be aimed at helping learners to grow into u
H
lllore advanced ways of behaving. @
The type of behaviour exhibited by the learne~ detenn~es _the ~e of step that
educator will use in response. When the learner s behav10ur 1s desrrable, the edu
will focus on prevention. If minor disruptions occur, the educator may select retti
tion. When a learner engages in unacceptable behaviour, the e?ucator may cho~
impose consequences. Lastly, on those occasions when behaviours become sever 1
disruptive, team-support steps may be utilised.
The educator's personal style, the learner's personality, the success of Past dia(
plinary approaches with that learner, and the specific circumstances surroundingQ
misbehaviour should all be considered in determining the most appropriate step toi
taken.
It would also serve the educator well to keep the Ubuntu principle of interreI¾
ness in mind when applying the selected disciplinary steps. Traditionally, discipij
of children was not confined to the schoolyard and what is happening in the cia
room only, the whole parent community took part in disciplirLing the children. Thi
relationships were based on a spirit of mutual trust. Every individual wanted to ci
form to what the community (class) was doing. Failure to conform could result in c
being regarded as a social outcast (Mosana, 2002: 47).
A detailed list of the 20 steps in the model, showing appropriate behaviour for
educator, is given in section 5.7.4 (adapted from Louisell & Descamps 2001: 254).
5.7 .4 The 20-Step discipline model

PREVENTION STEPS
1. Provide effective instruction

a. Post class rules and expectations.
b. Communicate lesson objectives.
c. Keep learners on task and cover material extensively.
d. Provide opportunities for learners to participate actively.
e. Ask questions that produce many correct answers.
f. Provide feedback on learner progress during instruction.
2. Help learners experience more success than failure
a. Establish a cooperative learning environment.
b. Adjust learning tasks to learners' level of ability.
c. Provide extra assistance to those having difficulty.
d. Provide many opportunities for practice.
e. Create an environment in which it is acceptable to make mistakes.
f. Prepare individualised plans for those learners who are not succeeding.
3. Recognise and reward desirable behaviour
a. Smile at learners.
48 b. Praise learners privately.
c. Recognise learners' achievements publicly.
d. Provide tangible rewards.
CHAPTER 5: MANAGING THE CLA SSROOM ENVIRONMENT
' 4.
send a preventative "I-message" communicating desirable behaviour
a. Describe the learner behaviour that is desirable.
b. Describe the effe~t of desira~le behaviour on teaching and learning.
c. Describe the feeling that de s rrable behaviour produces in the educator.
Give early attention to potentially disruptive learners
5.
a. Make eye contact, smile and say hello.
b. Walk towards the learner and chat in private.
c. compliment the learner in private.
6. Cho:nge circumstances that may produce misbehaviour

a. Make changes in the physical environment.
b. Change the position of the learners.
c. Remove distracting objects.
d. Change the order or nature of instructional activities.
1. Use physical closeness to prevent misbehaviour

a. Walk towards or stand by learners who are likely to misbehave.
b. Survey the work area frequently, making eye contact with the learners.
c. Relocate potential troublemakers so that they are near the educator.
REDIRECTION STEPS
8. Ignore minor disruptions and recognise desirable behaviours
a. Focus attention on desirable rather than undesirable behaviour.
b. Recognise individuals behaving appropriately.
c. Ignore misbehaving individuals until they begin to behave appropriately.
9. Send a non-verbal message requesting a change in behaviour

a Communicate through gestures the need to change behaviour.
b. Approach the learner, stare and point at work to be done.
c. Move the learner towards an appropriate area, gently.
lO. Ask for status or rule to redirect behaviour, e.g. ask the learner:
a "How is your work coming along?"
b. "What are you supposed to be doing?"
c. "What is the rule about ... ?"
ll. Request a change of behaviour
a Ask the learner to perform the desired behaviour - politely, making eye con-
tact.
b. Thank the learner when a change in behaviour occurs. 49
late the learner to keep a minor disruption from escata·
I
ijl80
· ting
a. Inform the learner that the minor disruption muSt st0P·
MANAGEMENT
~.
PART A: EFFECTIVE CLASSROOM
PART A:
arner to a "timeout" area. Return th
b. Move the le e le:i-
when the learner is ready to work properly. ....,1er to his
. .
"l message" communicating the effects oif
13. Send an · urtdesi·'rQ,bL
<ebeh_
'IQ\
"I-messages"
There are three parts to an I-message:
Adescription of the condition that the educator
1. • ")
(when ... •
finds Offensl\le
.
2 An expression of the feeling that accompanies th

. ") e condition ('I
... . t~
3. A
statement of the reason for the feeling ("because ... )
a. Describe the learner behaviour that is disruptive. ·
b. Describe the effe~t of the b~havio~ on teaching anct le .
c. Describe the feeling that this behaviour produces in th atl!in~
L-----------------
eeducaio
r.
14. Conduct a conference: no-lose conflict-resolution approach

a. Share the effect of the disruptive behaviour.
b. Ask the learner to share his or her own point of view.
c. Ask the learner to identify possible solutions to the conflict.
d. Invite the learner to agree on a solution and make a commitment.
CONSEQUENCE STEPS
Effective formal consequences (Hook & Vass 2000: 36)

a. Are things that the learner would rather avoid happening
b. Must contain some form of inconvenience factor.
In applying the consequence steps educators should take care of !he
following:
I a. Don't violate the learner's best interest by hanning thern physicallY
or emotionally.
b. Actions must be structured and progressive.
ii
tract, e..g
15· Conduct a conference to develop a belwviour-improvmnent con
learner:
a. "What were you doing?"
b. "How rud that (step) help you to learn?"
c. :What were you supposed to be doing?"
50 d. What are you going to do about this next time?"
i
e. "What should happen if you do it again?"
16. Implement a cla,,ss "n""'~sert.ive discip
. . zine
· ,, ptan
Apply the rules and consequences to all learn

a. r> d f . ers.
I{eeP a recor o evecy time a learner breaks rul
b. . firm a e.
communicate m a , 1ow-profile manner.
.
J,.pp1Y consequences consistently.
:: Reward desirable behaviours frequently.
Rogers (2011: 156) suggeSts the following procedure to apply the consequences step
(see fjgllfe 5.3).
Goals for application of consequences: '
• Justice (it's fair)
• Accountability and responsibility
• Rights protection
• Self-<liscipline
-
t
- .,
Educator's direction to the learner:

Leorner disrupts others' rights: ,,t
• Gives choices
• Task-refusing
• Makes the issue clear ("if .. ., then ... ")
• Creating mess - • Avoids embarrassment and heated
• Acting out conflict generation
• Breaking things • Asks What? When? How? questions
I
• Swearing, etc. • Provides for cool-off time when
.- ~-- needed
•
-- •.):. _._,
'"' ·n
1if
Applying the consequences :
Class rules are the focus for • Decide if and what consequences are ~·
addressing the accountability g necessary
side of rights • Certainty rather than severity
- • Allow cool-off time between behaviour
and outcome
• Follow through by applying
Link repairing and rebuilding ,.-
10 the consequence consequences with consistency and
,.
fairness
r
• Ongoing problems tie consequences
to behaviour plans
···- . ~-- -. - ~-- . ...,, ...,
~·
FIGURE 5.3 Steps for holding a learner accountable
Source: Rogers (2011: 156)
TEAM-SUPPORT STEPS
11. spv,,J
"'«l, the learner for "timeout" to another classroom
a. Work out an arrangement with another educator for a "timeout" exchange.
b. Draw up a contract detailing the work to be completed before the learner may
return to the class.
51
c. Require the learner to stay out until the contract conditions have been met.
18. Inv0l
Ve the parents in changing learner behaviour u
C
~i
:;j
a. Say something nice about the learner when greeting the parents. @
PART A : EF FECTIVE CLASSROOM MANAGEMENT
b
Describe the learner's behaViour that needs t b
c. Accept the parents , feelings
. . and opinions ab o echa.n_gect.
d. Share data documenting the need for change.0 ut the si·tuation.
e. Suggest a plan for parents to follow at home in help·
f. Ask the parents to summarise the Plan. lll.g the learner.
g. Report to the parents weekly on the learner's Progr
19. Involve the principal in changing karner behaviour ess.
a Consult the principal about actions to address learner behav;
b. Obtain the principal's support for a plan of action. our.
c. Keep the principal informed of progress.
d. Communicate to the learner and his or her Pan,nis that lhe Prin .
the educator's actions. cipai~
20. Request that the learner be removed from the classroom

a Document the measures taken in attempting lo improve the,.._,,...,
b. learners.
Document the frequency, severity and effect of misbehaviours on other
c. Meet with the support team to recommend a course of action.
The following steps will assist you in doing the above activity:
Step 1: Decide which type of step is most appropriate (prevention, redirection
sequences, team support).
Step 2: Decide which step would be most appropriate, e.g. Step no. ll.
Step 3: Decide which would be the most appropriate action to ~e from Sle
11, e.g. ll(a). Ask the learner to perform the desired behaviour.
The importance of creating a positive classroom envirorummt :;'rung,_

discus.sed W
chapter. It became clear that the educator who is successful m b xlrlbilS,,.,..
I fidence, self-esteem, knowledge and skills is the educator who e
aspects (Rogers 2011: 239):
• Clarity in setting tasks and skills
• Enthusiasm for the learnmg area
• Care for the individual learner
• Consistency in encouragement and teaching style . •dual sJ<illS
• Encouragement to work cooperatively, as well as to Ierun indi'Vl
• Utilisation even of failures as learning experiences
52
CHAPTER 6
Managing learner participation in the

classroom
J.L. Wydeman
Educators may be very knowledgeable about subject matter and teaching techniques,
but if they do not know ho': t~ get learners involved in learning, their efforts are
wasted. In this chapter the aun is to explore aspects of classroom management that
empower the educato: to engage learn~rs actively in their learning task. To show how
this is achieved, we will turn our attention to the following aspects:
• Leamer motivation
• Understanding the learning phenomenon
• Applying cooperative learning models
• Utilising diversity in the classroom
• Matching learning styles with teaching styles for maximum learning success
6.1 LEARNER MOTIVATION

Jones and Jones (2001: 178) quote several authors who state that lessons that engage
md motivate learners are a key aspect of effective classroom management.
Wlodkowski and Ginsberg (cited in Jones & Jones 2001: 180) hold that learner
notivation is improved when the learning environment is based on creating the fol-
owing conditions:
Establishing inclusion - creating a learning atmosphere in which learners and
educators feel respected by and connected to each other.
Developing attitude - creating a learning atmosphere in which learners will not
be afraid to fail in their attempts at new learning experiences.
Enhancing meaning - creating challenging, thought-provoking learning experien-
ces that include learner perspectives and values.
Engendering competence - creating an understanding that learners are effective
at learning something they value.
educators are to create appropriate learning environments that will motivate learn-
s to learn, they must have knowledge of applicable motivational theories.
11
· Theories of human motivation
0
irne fthe most prevalent theories are summarised in Table 6-L
18
LE 6. 1 Theories of human development
~eory 53
Theorist Main idea ''•
1inf
orcernent Skinner
eory
1
Individuals respond to environmental events and extrinsic
reinforcement.
TABLE6.1 Theones
Theory
Needs theory
fh~rlst
of human development (continued)
Maslow, Deci,
Main Idea .. , . .
. ~' ·
-:r- • ,
,,
-.,· ·;'<-
.
• to satisfy needs such as self-fulfilm~

lnd1v1dua 1s nton achievement, affiliation and influenc
-~··.>
. . t,,,--;.~;~_.J; .
;
•
.
.
... •
McClelland self-determma 1 ,
. 'd , ctions are influenced by their beliefs and~
Cognitive Weiner 1nd1v1 ua 1s a . . b •
theory but1ons, pa rt'cularly
. 1 attributions a out success and fallu
situations.
Individuals' actions are influenced by t~e value particula
Social learning Bandura
goals hold for them and their expectations of success.
theory
Source: Adapted from Arends (2012: 81)
6.1.2 Extrinsic and intrinsic motivation

Extrinsic motivation means that a person is motivated by something external. In
sic motivation means that a person works because of an inner desire to be succe
at a certain task
Spaulding (in Kong 2009: 146) holds that, while both extrinsic and in~ic m_
ation exist in most classrooms, most classroom practices promote mainly ex!II
motivation.
With the advent of the post-modem era, learning theories such as leai
centredness, constructivist learning and critical thinking increased learners' resp
ibility for their own learning considerably. This means that much more attel
should be given to supporting learners to develop their own intrinsic motivation 1
successful in school activities.
Spaulding (Kong 2009: 146) identifies two concepts that explain the functioniI
intrinsic motivation, namely personal competence (self-efficacy) and personcl COi
(self-determination). Intrinsic motivation results when perceived competence
perceived control are experienced simultaneously. .
It would therefore be advantageous to increase learners' intrinsic motivall01
ac3:'1ernic tas_ks by creating the opportunities in the classroom that would pro1
their perceptions of both competence and control. The i 11 • g principles adV
the dev~lopme~t of intrinsic motivation (UNISA 2006: 7)~ owin
3
• Provide predictable learning environments.
• Create a balance between easy and challen .
·d · . gmg tasks.
• Provi e rnstructional support.
• Model activities learners are supposed t d
S b alin o o.
• Tu k-go .g: break large assignments into smaller tasks
• as -shanng: break larger tasks into s . the edU'
to do some of the tasks. mailer tasks and allow peers or
• Promote control opportunities _ . dee
making. advance learner participation ill
• Avoid social comparison of learn
ers.
54
According to Stipek (1988) and Hunt . peS~:
2001: 260), there are ten ways in whi h er (1982) (cited in Lowsell & tiVllll'
the classroom: c educators can increase learner mo
CHAPTEll 6 : MANAGING LEAllNEll PAllTICIPATION IN THE CLASSllOOM
Make the learning _t.ask ch~enging.

1. Place less emphasIS on testmg and grades.
2· Provide assistance without overprotecting.
3
· Move from extrinsic to intrinsic rewards.
4· . t e ly.
Use praise appropna
~: Have high expectations of each learner.
Provide lmowledge of results.
7
s: Promote successful learning for all class members.
9. Increase the learners' perception that they control the learning situation.
10. Change the classroom goal-reward structure (move from competitive to
cooperative/individual goal-reward structure).
Many strategies that educators could employ to ensure learner participation are not
available because educators do not fully understand the nature of the learning phe-
nomenon. The next section will explore the nature of learning.
6.2 UNDERSTANDING LEARNING

According to Cottrell (2003: 54), learning has taken place if the following six condi-
tions have been adhered to:
• New experiences supplied
• Learning foundations in place
• Rehearsal/practising opportunities available
• Processing new information
• Moving to another level of understanding
• Demonstratinglearning
6,2, 1 Understanding constructivist teaching and learning

Constructivist theory views the learning and teaching process differently from the
way in which it is viewed by the traditional education system. Knowledge is not
transferred from the educator to the learner; instead lmowledge is seen as being
constructed in the mind of the learner. By applying their own prior knowledge and
e:4>eriences, learners make sense of the new lmowledge and develop their own ori-
concepts as learning takes place. The process of learning is therefore just as
llnportan.t as the end product.
6,2,2 Und .
erstanding experiential learning
EJcperi · d ti 'ty h
one h ential learning is participatory by nature and is a shar~ ac VI • w ere every-
Iles: as something to offer with reference to lmowledge, skills, expenence and val-
• ~~hole learner becomes the focus: body, mind, thoughts, feelings, actions and
• ~:ledge is constructed by the learners thro~~ the facilitation of the educator 55

• Le not transmitted by the educator as a specialist.
t,,arners
"<ll(es. are all owed t o m ake IIDS
. takes and to learn from, and by making, mis-
PART A : EFFECTIVE ClASSROOM MANAGEMENT
·
Features Advantages
r
• Learning is an active • Creative thinkin
process • Conceptualisinggb
Problem solving leads to 1 creating own rnea~i~
9
new knowledge Understandingof ng
• Self-discovery of Discovery learnin collcei
knowledge • Skills developrneit
• Learners understand the • Structured learning
knowledge that they through association
construct for themselves . 01-1
crea t10n of meaning
• Transfer of skills and
knowledge
Applications Disadvantages
• Cooperative learning • The responsibility of
• Discovery learning having to create own
• Role playing concepts can cause strl!ll
• Research uncertainty and anxiefy
• Debate • Time-consuming
Facilitation
0
• Problem solving using creative
thinking
• Conceptualised learning
• Cooperative learning
• Learner-focused
FIGURE 6.1 Constructivist learning
!~-~
Source: Adapted from Coetzee (2003: 41)
t active piui
Successful experiential learning is only possible through involve~en_~ le~I
pation and reflection by learners. Figure 6.2 describes the expenenti .I
C~&
Technologically enhanced classrooms have escalated tremendous y have~
years. Learners have become increasingly "tech-savvy" and c1assroo~ggestion
"wired" (Lavin, Korte & Davies, 2011: 3). There is more than a strongrrorn pas-s'1~
56 technology has the potential to transform the learning environment aY enJ!al1c1
active and more subject to the learner's control. While technolo~.: it re~1ac;~
1
(fl) classroom and engage learners more effectively, most do not belie ded jJ1
lW need for a structured, content-driven learning process that is groun

(Lavin, Korte & Davies, 2011: 3).
CHAPTER 6 · MA
' NAGING LEARNER PARTICIPATION IN THE CLASSROOM
1. Experiencing
.(learner's own current or
simulated new experience)
5. Applying 2. Sharing
(relate what learner has
learned, apply in action in (reflect on and discuss
work/doily life, practise skill) the experience)
4. Generalising 3. Interpreting
(add new information, ideas, (analyse similarities and
values and skills collectively) , differences, uniqueness of
the experience)
FIGURE 6.2 The experiential learning cycle

• Source: Coetzee (2003: 66)
6.3 MANAGING COOPERATIVE LEARNING IN THE

CLASSROOM
6.3.1 What is cooperative learning?
Lit.erature suggests that there are two branches of group learning theory (Louw &
~u Toit 2010: 58). These are group or collaborative learning and cooperative learn-
mg. Group work can be described as joint learning (the group is accountable), while
cooperative learning is described as a synthesis of work done by individuals (individ-
ual accountability). For the purpose of this book the two concepts will be used inter-
changeably.
Cooperative learning can be defined as a team approach to learning where each
:em?er of the group is dependent on the other membei:5 _t? accomplish_ a specific
th~g tas~ or assignment. Each member takes responsibility for_ a specific part of
t.ask Which will contribute to the overall success of the group. Simultaneously the
grou~•s success is dependent on each member learning all parts of the lesson.
sense of interdependence and teamwork leads to increases in academic
:esevernent for most learners, and also has the added benefit of providing opportun-
_f?r learners to improve their socialisation skills and become more aware of and
sens1trve to cultural diversity among learners (UNISA 2006: 18)·
3
~ '2 Why cooperative learning? 57
Ute
111e
fits rature and research on cooperative learning suggest that there are many bene-
to learnm .
Lou g m a group.
Poses wand Du Toit (2010: 59) refer to a number of authors to compile a list of pur-
for group learning. Group work is intended to
• be a specifically planned, integral part of classroom work

• integrate abilities, genders and cultures
• foster respect among leruners for each other and for the educat
. or
• be applicable across the whole school curnculum
• encourage joint learning among learners through social interaction
• create a community of enquirers in the classroom
• provide an opportunity for all leruners to participate actively
• afford each leruner an opportunity to voice an opinion
• enable the set lesson aims to be met
• shift the locus of control from the educator to the leruners
• assist in the developm~nt of learn~rs' _spe~g, listening, reasoning, ne .
collaboration, leadership and orgarusat1onal skills g~
• improve learners' understanding.
The skills most needed for cooperative learning (and which are of Particular·
ance for classroom management) are communication, trust, leadership and m
resolution. Learners must learn to accept differing viewpoints and learn to~
agreement within the group. Almost all human endeavour involves the coope
effort of many people. The potential of the collective mind is vastly superior to t
individuals.
Through small-group work, learners learn. to interact with each other, to
and wait for their turn to speak, to express their own views and respect the vie
others, to make decisions that take into consideration the needs of others, to re
conflict through compromise, to be responsible for carrying out their own tasks
in a group, to develop leadership, to work as a team, to value members of an
race, ethnic group or gender, and to relate to peers who have a diversity of talent
handicaps (UNISA 1997: 149).
6.3.3 Components for organising cooperative learning in the

classroom
For groups to be productive learning vehicles it is essential to plan each '.
meticulously. Louw and Du Toit (2010: 60) identify various aspects of groupie,
that need to be planned prior to a lesson.
TABLE 6.2 Planning group work
Group learning phase Planning aspect

Planning prior to group work • Type of work to be done by the group
• Placing group work in the lesson
• Planning time limits
• Classroom design or setup k to 1earnefl
Explaining guidelines for group wor
58 • Feedback
• Assessment
• Mark allocation
ii • Group size
@ • Assignment instructions
CHAPTER 6 : MA
NAGING LEARNER PARTICIPATION IN THE CLASSROOM
TABLE 6 .2 Planning group work (continued)
p learning phase Planning aspect

Grou
~ r ' s role during group work
Educa • Monitoring learners' behaviour
~ r ' s role· report and
-
Educa · • Sharin~ the work with other groups
reflection • Reflecting on the . .
group 1earning experience
6_3.3.1 Preparation for cooperative learning

Before beg~ing cooperative_learning, it would be a good thing to do simulation
activities with regard to effective group procedures, such as the following (Cangelosi
2004: 35):
• Moving quietly into groups
• Alternating speakers (explain group roles, e.g. rhino system as discussed in section
6.3.3.2)
• Paying attention to every speaker
• Remaining in the group for the duration of the activity
• Allowing all group members to participate
• Getting the group members to state their thoughts clearly, concisely and completely
• Putting listening skills into practice - paying attention, asking clarifying questions,
paraphrasing speaker's points
• Being aware of a response to non-verbal messages
• Verbalising thinking step by step as solutions to problems are sought
S.3.3.2 Positive interdependence

~ooperative learning can only take place if learners believe that they are dependent
in eachother for success. They must realise that they "sink or swim" together.
Organising to achieve this:
The overall score has to be above ...
Each member of the group has to score at least ...
The group must produce only one product.
A different resource must be allocated to each member of the group.
A different role must be allocated to each member of the group (for example the
~oles according to the "rhino system", where: rhino= leader; hyena= timekeeper;
llnpaia = runner; nyala = reporter; oribi = scribe; and springbuck = motivator).
33
. ,3 Individual and group accountability
arners have to realise that they are responsible for understanding the concept/solu-
nor developing the skill/attitude and are accountable to the group for its success.
~h member must make sure that the other members are informed or can also _do
· Part for whi h
c ap
arti I b is responsible. The purpose of cooperative
cu ar mem er . . . ht d all th
111 . •
illg IS to make all the members stronger individuals m th err own ng ' an e
~ be~ ~ust understand that they cannot "hitch a ride" on th e work of 0thers. 59
K
ganismg to achieve this:
eep .the groups small an d o b serve and record the frequency of group members'
lazt·
, . 1c1Pation.
u
~it
@
iive each learner individual tests and/or give random oral teSts .
6.3.3.4 Face-to-face interaction .

. t O discuss work is one of the smgle greatest contnbu .
The opportunity ed both time to work together and a setting t'h~0 llst.o 111,.
in learning. Learners ne -..141; a]J '11 "'I
be done easily. t k l 0
8~
. th t the groups must meet o wor - c assrooms have to 1-._
This means a . This · b r~..
h face-to-face interaction. 1s ecause people n
for learners to ave , d tanding eed to" Iii'l
each other to verify each others un ers . .
6.3.3.5 Interpersonal and small-group (team) skills

To work cooperatively, learners need to learn the appropriat~ use of inte
skills. Educators should recognise that learners do not automatically have th~
work together in small groups and should make an effort to teach these skiJJs.
The skills needed are:
• Getting to know and trust each other
• Communicating accurately
• Accepting and supporting each other
• Resolving conflicts constructively
6.3.3.6 Group evaluation

If learners are to acquire interpersonal and small-group social skills, they mu,
given the opportunity and the means to assess their progress in the effective 11S
these skills.
This can be done by
• reflecting on a session to discuss which actions were, or were not, helpful
• setting goals for improving effectiveness
• providing structure to group members so that each is held accountable to
others
• allowing celebrations.
6.3.4 Models for cooperative learning

There are many models of cooperative learning, all of which can be broken do~ii
two types: peer tutoring and group investigations.
• In peer-tutoring models, learners work together to help each other master ~
and produce individual products. rpi
In gr · ti · · oJve in!e
• . oup mv~s gat1ons, le~e_rs work together on tasks 1:11at mv ro<1uci>l
tion, synthes1S and the application of information resulting m group P l
E 1 '
.
xam~ es of vanous cooperative or small-group models include fishbowlsi
lllld
storming c~nsensus groups, in-basket groups, buzz groups, task grollP5
room meetings (see Table 6.3). I
60
~t?
H@
CHAPTER 6 · MAN
. AGING LEARNER PARTICIPATION IN THE CLASSROOM
r:
3 Six types of small groups
f,ABLs- 6•
Purpose Functioning
rype
1. To serve as a demonstra- This
Fish bowl th group cons Ists of six . or seven members and
tion or training tool on
the educator, and meets in a circle in front of
how to participate in a _e reS t of th e class. The rest of the class observe
group. wi th th e purpose of giving feedback on specific
2. To control a group discus- aspects of the interaction.
sion on a sensitive topic.
i--- . To gather ideas to solve Once a large number of ideas has been
Brainstorming
specific problems. g~ne_r~ted, they are classified or grouped and
prioritised.
Rules for maximum effect:

1. Criticisms, explanations or judgements not
allowed.
2. Freewheeling of ideas welcomed.
3. Combinations and improvements of ideas
desirable.
4. Quantity of ideas the main goal.
In-basket To solve a classroom prob- This is a variation on brainstorming. A member

groups lem. of the class, either the educator or a learner, may
request this group activity to solve a particular
problem. A brief period is allowed for clarifying
the problem, then ideas are generated through
brainstorming, after which the initiator thanks
the rest of the class.
Buzz groups To provide an opportunity This consists of small groups that meet briefly to
for learners to reflect critic- discuss a topic during the course of a lesson.
ally on material presented in
the classroom.
To attain a particular goal. Each member has a significant contribution to
Task groups
make. Organisation ofthe group is very import-
ant:
• Clarification of the task
• Establishment of leadership structure
• Availability of resources
• Procedures to follow
• Individual assignments
• Timelines
• Criteria for the evaluation of group performance
It involves the whole class in an open discussion.
Classroom To develop a caring social
meeting The educator usually acts as leader.
group that becomes increas-
ingly self-disciplined and The meeting usually has four parts:
committed to improved 1. Opportunity for all the_ members to share their
behaviour. feelings about the topic.
_ Open discussion du_ring whic~ th~ educator
2
asks questions to stimulate thinking.
61
E !oration of alternative courses of action .
3. xp
F" activity where each learner makes a pub-
4 . ma 1 .
lie commitment to action.
Source• A
· dapted from Mandel (2003: 7)
IVE CLASSROOM MANAGEMENT
PART A : EFFECT
6.3.5 Making groups work

To ensure effective group functioning, the following aspects
i
InUst behi_
6.3.5.1 Create a supportive group atmosphere Dlaee:
Cottrell (2003: 102) identifies the following aspects that Will
ive group atmosphere: contnbllte to
• Remember that people (learners) have feelings - they have . . a~
criticised.
• Address anxieties directly - in the first session brainstonn h
group feels about being in the group.
atucieties abo,tt,
ow every0ne.
l tiI
• Make ground rules about time usage, participation and appropriat 111
• Investigate group strengths. e hehaVio11r.
A supportive atmosphere will be greatly enhanced by a relaxed envu-

0run.ent.
6.3.5.2 Create an effective group environment
Cottrell (2003: 103) sets the following conditions for an effective group en,,;~
•l.l 0nment
• Set clear agendas and boundaries.
• Check progress.
• Allocate tasks clearly.
• Decide on group roles for each session.
A supportive atmosphere and a conducive environment will, however, mean nothn

if learners do not understand their roles as members of learning groups.
6.3.5.3 Being an effective group member

The responsibility for the group lies with each member. If a problem arises, ei
member shares responsibility for sorting out the problem so that the group canl
effectively (Cottrell 2003: 103). All the members should therefore
II • be encouraging
• listen to each other
• help the flow
- contribute to discussions, but not dominate them
- ask questions, but not too many
- take responsibility
- encourage the group to remain focused on the task
• build on other members' ideas
• include everyone
• indicate agreement
• admit mistakes
• offer information
• use body language for positive participation
• make suggestions
• sum up for the group.
CHAPTER 6 · MA OM
. NAGING LEARNER PARTICIPATION IN THE CLASSRO
. cooperative learning can be · t

,., conclus ion, al . f th 1 m erpreted by many (especially those
v• dition views o e c assroom) as d . . . ..
djJ\g tra . . e ucators wruvmg their responsibility
nol h parents worry about their children being "held b k" b th " ,,
to teac · The might be unh ac y e s 1ower mem-
of the team. Y • appy about the "academic socialism" observed
bers use group marks m a variety of .
educators ways to encourage learners to mter-
0th
ast effectivelY, These and er fears need to be addressed by briefing parents and
ac rs t;iineously as to why educators are exploring differ t t hin d • g
1earne th will b . en eac g an 1earmn
approaches, and how ey e orgarused to ensure the best learning opportunities
a ch learner.
fore 'tin f .
one of the most exci g aspects. 0 cooperative learning is the opportunity to use
diversity in the classroom for effective and successful learning. The aspect of divers-
ity is discussed next.
6.4 DIVERSITY IN THE CLASSROOM

6,4.1 Introduction
Most democratic countries are faced with the problem of reconciling the freedoms
inherent in democratic pluralism, with the challenges of culture, gender, class and
race diversity in one form or the other.
There are approaches and methods available for interethnic and cross-cultur-
al cooperation. These are usually based on cooperative approaches to teaching and
learning in which learners participate actively. Criteria for this type of education
would include the following (Coetzee 2003: 180):
• A democratic classroom ethos, providing feelings of trust among learners and
between educator and learners
• Collaborative and cooperative approaches to support the development of social
relationships and foster mutuality and moral reciprocity
• Active participation from learners, including simulation, role playing, varied group
composition and social engagement
• Emphasis on character development, including conflict resolution skills
• Rational, holistic approaches to knowledge and learning
• Assistance for learners in evolving and clarifying their own value systems, using
situations involving value dilemmas
• Emphasis on open rather than closed questions, tasks and assignments
• Multiple approaches, including various media, strategies and locations
• Including pedagogics involving social responsibility and actions
• High intellectual expectations on both cognitive and affective domains
• Explicit commitment to global human rights as the basis for all interaction in the
classroom
• Linked, supportive assessment techniques aimed at learners' success
Educators should be concerned about issues of diversity. It is a fact that learners dif-
:le.
fer, and in many ways: they differ in performance levels, learning rates and learning
They differ in ethnicity, culture, social class, home language and gender - the
goes on.
63
These and other differences can have important irnpr .

·
lum design and unplemen tat·ion, sch oo1 policies
· · and Practi
ications ~or te
ces an
room management. d, in lick
~111\~ ~
0
In most schools, learners are taught as though they all h ,
expectations (South Africa Department of Basic Education ~ve identic
2
be fair, many educators treat all their learners in the same wa/ 2: 4).
• Many schools act as if all learners are the same.
• Many schools operate with an evaluation system that rewards
0
ber of abilities. . . n1Ya celtain
• This often gives nse to an early and mistaken separation f
"bright" and those considered not intelligent. However, eac: thase c~
abilities and talents, as well as limitations. Failure to recoan;~ 1earner has,
these differences often leads to unsuccessful learning. o<=e and acconi.
Educators, who are mostly trained in monocultural and non-inclusive .

understand that coping with diversity in the classroom involves muchse~s
more tlia.
. a paradigm s hift, a change of he:ir1-.
teaching in mixed classes. It reqmres
· - not only towards e d ucati on m
mental reorientation · general, but also-.,anollj
t.ow ds
tors' own teaching practices in their schools and classrooms. It is therefo: 1
that educators should have knowledge of the philosophy, theory andt>ractic:
to manage diversity in their classrooms.
The Department of Basic Education states that educators should monitir
own beliefs, attitudes and behaviours when responding to learners. Some of the
in which they can do this are:
• Recognising any biases or stereotypes they may have absorbed.
• Treating each learner as an individual, and respecting each learner fort.he ~
he or she is.
• Avoiding use of language that is biased and undermines certain groups oflean
• Refraining from remarks that make assumptions about a learner's experiencis
• Considering the unique needs of learners when designing learning progra!
and lessons.
I lnd }eafJle~
• Constantly re-evaluating their methods for teaching and assessu'b
diverse setting.
• Cons1'denng
. u.uJ.erent
A~" . s when ieac
approaches, methodologies and strategie
their classrooms.
• Creating opportunities for all learners to participate in activities.
and ~
In the next sections we will briefly discuss the diversity issues of culture
tionality, specifically the issue of multiple intelligences.
6.4.2 Understanding culture wre}l8,I'

. fcuJ pte0
1
In culturally diverse countries such as South Africa, the concept O confl'O ei
64 importance, especially in the field of education where educators ~~811. P~e
increasingly culturally diverse classes. Culture is a very comple~ cUS ,1
on ~th m_any different facets. For ~e purpose of this book_ ~e 0acts oil 0
relationship between culture as a diversity issue and how it iJllP
management.
CHAPTER 6 : MANAGING LEARNER PARTICIPATION IN THE CLASSROOM
.4_ . Defining culture

6 21
JnStead of ~ g to find one d~fl.nition of culture that would satisfy all the require-
ts of multicultural education, culture can be viewed as a composite of sig-
~ant and interrelated aspe~ts,_ all of which have specific significance for the
i.:nd-learning process. In this light:
teacuu-o
• Cultures are processes of social and human interactions.
• Cultures embrace a_body of_knowledge.
• Cultures are dynanuc, creative and continuous processes.
• Cultures are created by people.
• Cultures are continuously modified over time.
• Every culture has its own system of values, beliefs, norms and attitudes.
• All cultures have material artefacts.
• Cultures have unique verbal and non-verbal patterns of communication.
• Cultures are shared and learnt.
• Cultures influence the way people think, feel, behave and learn.
In summary, culture is the sum total of how we live and what differentiates us from
others; it is what we see as important (values), what we believe in (religion), and how
we do things (norms).
6.4.2.2 Culture and education

There is a dual relationship between education and culture. On the one hand edu-
cation is influenced and shaped by culture, while on the other hand education is a
powerful agent of cultural transmission and preservation.
6.4.2.3 Classroom culture

Research has shown that serious cultural alienation and cultural discontinuity
experienced by learners could lead to failing in school. The educator must therefore
acknowledge and respect the different cultures and know about the learners' cultural
backgrounds (UNISA 2006: 49). To achieve this, educators need to know the follow-
ing:
• What significant questions need to be asked about the different cultures
• How these differences are manifested in the classroom
• How and where answers can be found to these questions
• How the acquired knowledge can be used effectively to bridge any cultural differ-
ences
6-4.2.4 Cultural aspects that impact on the teaching-learning process
~aVing learners with different cultural backgrounds in one classroom may have an
lllfluence on the teaching-learning process. Educators therefore need to be aware of
the Various factors that may impact on their classroom management.
Failing to consider cultural differences in the classroom could lead to (UNISA
2006: 50)
65
• CUltura.I isolation
• CUltura1 erosion
• l
eanimg problems
• Et,4El'lf
r,4~1'1~G
cL~ss~oor.4
. ,rf•cr1"'
p>pr >· ·otl181 probleJl,s
•• .~otli
-..io"" jJt c0Jtll11tJJlidltiOll·
i,el18:t t t11of suPP"rts pos1"t',ve mtercuH
.
• .,...- vifO,.,,,en uroi
,act et1
6-'-z,5 Af80,r,it19 JI uJd be creat,ed t;hat will. fost,,r inter,,,,• .
cO . n,;r<>""'""IS s O e ....ny brinll alJ<>Ul jmproved : .....
sui""I' ~ 11 al ·c<>"IJICI ,..;unot•eC-- · 1-~;n ·
u)d crest" a ieacJlillll· .,,., __g situation in bi
pd, ., caf/J 1'11< edu.,.ior sb':,i ~ in a cliJ!lllle of safety, care and~
1 in
,rill ,t10" optiJll ··'"' creaoJlll
an envifOnillent for socialisi,
1<5 of tit• e<IU.,,.,.. .a.,· ·
SOI" ~
.~ of th<oWS • . we• lud• tit• es procedures and uses thlll discriminate ,
ti follow""'
-- _,;caf' aJ1Y p,..C C ,
eli>JU' pUll()(lues-
• 1dentifY and lnhPuu:ig ofle3flleis rrorn otb•' cu1tures· . -~A .
, ll'atd1 ror th< ,..,.. .c,,te tit• ,q,ectation of Jugll ..,,,.enuc resulls from I
and com"";":iwre
0
• EJP"'
.,,, oc :
,..ce ..,i.te
geJtder or religion.
to tit• 1..,ner'• own cultural experian
, ll""'wat~ ~;.,..n born• and sc1tool.
, Be,....,.,. tit• fa<l •- cogru'tl\" 1..,,.,W:-•e
• J>rOITIO~ ~lo.¢ Ulte~....t styles are cuJrorailY dependOl
·es and tecliniQU"'
•°""
• use of aJl1evarielY of ,,.cJiinl! styles, rnetbods, su - gi
eonect . .
etbOS and ,tnJOSl'Jiere in your cllJSS bY b,rng cooP""''
SIJllll""i" rattier wan comP"titiVO and t]]lSllPPorb"'· . .,. • ,
, Ck>' self.,.atysis and inw,spection about your own feeliil85 ir ondifferent
rac cnfficulr
sarJ before you are able to be objectiV• a.nd non-jud!lemental
t thabout oth<'
b
• J'ulPO"fUl'Y leant as mucb as passible from learners a ou •
and wiguages.
• Pro 'd · '"'""' and lead'
• Avoid stereotyping.
. e opporwnities for all your 1earneis to dernonstral" iJll,.....
mdifferent situations.
• ldenllf)' and apply cu1tnrallY friendly reward systern5 in your cJJJSS-
• Evaluate all teaching f3CttJ811Y c0
and fair towards all .1_.,g mat,rials to ensut" t;hat t;1ieY are
cultures.
• Undeistand 1liat multicul -~le ~- and '
le,mil,gprocess rural education is a cononuons, dY""'''
6.5 INTELLIGENCE:G
UNDERSTANDI EXCEPTIONALITY: r,'111 LTlpLf
whatand
Psychologist,
~laining in '-llchers have
mrelligence or ~lligenc, is. The been unable to fortnuJllle a t1tert' i,'
d"'5 siJIP'
According W Cott,,er there are muldebare continues as to wJietb'' '
ell (2003, 49) tiple mtelligences. .
' there are nine different vje\\'S oll ill
Intelligence is a general, underlying cleverness which is fixed for life.

1.
There are multiple intelligences, not one general intelligence.
2.
Intelligence can be developed.
3.
Intelligence depends on life opportunities.
4.
5. Intelligence depends on what is needed and relevant within a culture.
6. Intelligence is applying what you know to new contexts.
7. Intelligence is a question of how much you know.
8. Intelligence can be measured.
9. Intelligence depends on study habits and study skills, which can be learnt.
Howard Gardner (Mandel 2003: 47) proposes a theory of intelligence that suggests that
we have multiple intelligences. He lists eight different intelligences (see Table 6.4). and
provided a definition for each. In 2006 Gardner added another one, namely the existen-
tial intelligence (McCoog 2010: 126). Where appropriate, the importance of Ubuntu is
linked to some of the intelligences, which is discussed in Table 6.4.
TABLE 6.4 Multiple intelligences
Intelligence De~c:,lption ,, Application in the classroom

1. Linguistic The capacity to use words effectively. It This intelligence is catered for, as
includes the ability to manipulate the syn- the vast majority of educational
tax or structure of language, the seman- materials and learning-teaching
tics and meanings of language and the activities are linguistic by nature.
practical uses of language.
(With reference to the aims of Africani-
sation, it is important to remember that
African learners are, in most cases, partici-
pating in class in English.)
2. Logical- The capacity to use numbers effectively This can be addressed within a
mathematical and to reason well. It includes sensitivity lesson. The use of graphic organi-
to logical patterns and relationships, sers and flow charts indicating the
statements and propositions, functions relationship between the various
and other related abstractions. activities and different parts of the
lesson will ensure that this intelli-
gence is catered for.
3. Spatial-visual The capacity to perceive the spatial-vis- This can be incorporated by
ual world accurately and to perform manipulating the physical
transformations on those perceptions. It environment. The educator can
includes sensitivity to colour, line, shape, display pictures and posters
form, space and the relationships that around the room relating to the
exist between these elements. topic.
4. Bodily- The capacity to use one's whole body to The key to catering for this intel-
kinaesthetic express ideas and feelings to facilitate in ligence is to find or make time to
using one's hands to produce or trans- allow learners who need this type
form things. It includes physical skills of stimulation to physically move
around during a work period.
67
such as coordination, balance, dexterity,
strength, flexibility and speed.
TABLE 6.4 Multiple intelligences (continued)
Intelligence Description Applicatlori

1l'lth,
5. Musical The capacity to perceive, discriminate, The easiest
• Wayt
c1,,,..,
transform and express musical forms. It intelligence is o addr
includes sensitivity to rhythm, pitch or when learner to Playsoess \
melody and the timbre or tone colour of a
musical piece.
during breaks enter the~ ,
body of rese:;:here Is a:~,
that playing c h that ind~a~
(specifically b::aln kinds~
learners are Iear ~ue music)~
the learning ex ni~g, irnpr~
. . Perience. ··~
6. Interpersonal The capacity to perceive and make dis- Thrs intelligence I
tinctions between the moods, intentions, incorporated int0s bhYdefin~
motivations and feelings of other people. ·
environment thro t ecla ssr~
It includes sensitivity to facial expressions, h · Ugh th
t e entire cooperativ eu~i
voice and gestures; the capacity for dis- concept. eQroup~
criminating among many different kinds
of interpersonal cues and the ability to
respond effectively to these cues.
This relates to the principle of Botho or
Ubuntu (humanity): the very fabric of trad-
itional African life is based on community
and belonging to a community. Here
it is used to refer to a philosophy that
sees human needs, interests and dignity
as being of fundamental importance
(Wydeman 2004: 77).
7. lntrapersonal Self-knowledge and the ability to act This intelligence can be addrell
adaptively on the basis of that know- by making sure thatthereisa~
ledge. It includes having an accurate pic- tion of each project thatallowi
ture of oneself; awareness of inner moods, learners to work alone.
intentions, motivations, temperaments
I
and desires; and the capacity for self-disci-
pline, self-understanding and self-esteem.
From an Ubuntu perspective two princi-
ples can be mentioned:
1. Personal well-being. The central line
of thinking here is that people can
only achieve personal well-being if
their efforts to satisfy their desires are
made from an informed position.
2. Personal responsibility for one's
inner self. This principle means that
every individual at every age needs
to develop ways to understand his or
her inner self through meditation or
reflection (Wydeman 2004: 77).
CHAPTER 6 : M
ANAGING LEARNER PARTICIPATION IN THE CLASSROOM
rASLE 6.4 Multiple intelligences (continued)

Description
1ntefllgence Application In the classroom
~list Expertise in the recognition and cl .Ii
. f h ass, - Manipulation of the physical
cation o t e numerous species_ the fl
and fau~a - of an individual's environ- ora environment is the easiest way to
address this intelligence. In other
ment. It includes sensitivity to other nat-
words, allow these kinds of learn-
ural phenomena
. . and, in the case of th ose
ers to do some of their work out-
growing up m an urban environment th
side in nature, as this may stimu-
capacity to discriminate among non-I· _e
·mg th·mgs rk ,vd late them to be more creative and
I e cars, music CD covers
clothing brands. an successful in their learning.
Ubunt~ refers to a collective responsibility

for caring for Mother Earth. Accord in t
h. . . I g o
t '~ pnnc,p e, people belong to the land,
unlike Western thinking that holds that
the land belongs to the people. We all,
therefore, have the responsibility to care
for the earth and both living and non-liv-
ing entities (Wydeman 2004: 77).
9. Existential Capable of pondering the most funda- Learners need to make sense of
mental questions of existence, such as: how concepts relate and interact
Why do we live? Why do we die? Where with one another with reference
do we come from? etc. to their view of life.
For Ubuntu the living and non-living
creation are the true ground of spiritual
reality. According to this principle, one of
the key aspects of the indigenous phil-
osophies and world view is that the spirit
permeates everything. Learning about
the nature of the spirit in relationship to
community and the environment is con-
sidered central to learning the full mean-
ing of life (Wydeman 2004: 77).
Source: Mandel (2003: 47)
6,5.1 Using multiple intelligences in the creation of the classroom

environment
~e ideal is to integrate all the intelligences into each learning experience. In reality,
:xtever, timeframes and certain subject material may just not be sufficient or com-
enough to do it. It is also unreasonable to expect the classroom educator to cre-
b bways artificially to cover each of the multiple intelligences. In these cases it may
;te~neflcial to manipulate the classroom environment to help stimulate the various
gences to some degree.
c~able 6.4 gives some examples of how each of the multiple intelligences can be
bill _rect for by adapting the total learning environment in the classroom. Some possi-
69
cl,~es relate directly to your teaching methods, others to the physical layout of the
~room. :!!t:!
H
ell
H
@
An additional way for the educator to incorporate multiple intelli

ically cooperative learning activities is by active manipulation of thgences
procedures. Depending on the learning outcomes of the specific 1 e !ll'o1,..
ulf l . eatnin ~11 1 Th
there are two ways the educator can use the m 1P e mtelligences in g va
the groups: the fo •
1. Firstly, learners of similar intelligences can be grouped togethe •
2. Secondly, the educator can ensure that all the multiple inteUig: •
. a specific group.
m ll.ces:l>.
...~ ••
By using the multiple intelligences in all the parts of the educational P

•
facilitation of learning experiences, the creative work of the learne~o
6
struction of the classroom environment - the educator can ensure lllld
th
needs are addressed so that they can reach their potential as productive 1 e A
. l . e tc
vidually, and also as members of cooperative earnmg groups (M~.ndel 2003:?i rr
In conclusion, the challenge to the cl~room manager (you) 1s to think i~
learners in your class not only from an mtellectual or academic point of . IE
to consider them also as emotional, social, physical ~d cultural beings. You
consider your learners holistically. You have to question practices within the 1t,
system which do not take learners' individuality into consideration, and y~i.J
to develop strategies that~ facilitate the academic'. social, emotional and ~e
development of each learner m your class by promoting a healthy attitude to il
ity. r
6.6 TEACHING METHODS AND LEARNING STYLES
6.6. 1 Introduction
It is reported that Einstein, Churchill and Edison had learning styles that w~,
suited to their schools' teaching styles. That same mismatch continues today!J
lions of others. It is possibly the biggest single cause of failure at school (D~il
Vos 2005: 341).
It is therefore important that educators should be aware of the different. 1I~ ~
I
styles, as their preferred classroom management style may benefit certa!ll 1
more than others. Furthermore, the educator's own learning style will influenced
her teaching style. This necessitates the application of a variety of meth0~ ~e
egies to ensure that all the various learning styles of the different learners Jll
are accommodated.
Key poi!',i~ (Dcyden, & Vos·2005:

. . . r / . .
340)
,
• Everyone has a particular learning style.
• It is as individual as a signature.
• No learning style is better or worse than any other style. es ofl1
• All groups - cultural, academic, male, female, etc. - include all tYP
ing style.
The following g_uidelines are suggested for effective classroom practice in applying a
~;:am
. ty of teaching styles (UNISA 2006: 52). Educators should
to recognise an? accommo~ate learners' learning styles
, become aware o: their_ own learnn:1g and teaching styles
be flexible in their ch?ice of teachmg approaches, methods and strategies
, use global and analytical approaches when introducing new content
use a multisenso:ry approach to teaching
, use cooperative, as well as competitive, teaching strategies
~.6.2 Learning styles

lea.ming style can be defined as a consistent pattern of behaviour that a learner uses
0 approach and master learning content. It follows logically that learners will learn
nost effectively in learning environments that suit their preferred learning styles. It
5 therefore important that educators should recognise and understand the different
earning styles (UNISA 2006: 52).
Leaming styles are determined by inherited factors, as well as environmental fac-
ors such as the learning environment in which learners have to function. The learn-
~g environment is made up of certain categories that include environmental factors,
motional factors, sociological factors, physical factors and psychological factors.
Research indicates that there are two general categories of learning styles:
Field-dependent learners prefer a more global, holistic and relational approach to
learning (also known as right-brain learning).
Field-independent learners prefer a more analytical, verbal and sequential style of
learning (also known as left-brain learning).
,urce: (UNISA 2006: 52)
able 6.5 shows the characteristics of these two styles. Learners can use both styles,
1t often show an overall preference for one of the two.
"BLE 6.5 Characteristics of field-dependent and field-independent learners
Field-dependent learners Field-independent learners

elationship • Like to work with others to achieve a • Prefer to work independently.
) peers common goal. • Like to compete with others.
• Like to help others. , Are task-oriented.
• Are sensitive to the feelings and opin- • Are not dependent on social
ions of others. environment when working.
elation ship • Openly express warm feelings for the • Rarely look for physical contact
,educators educator. with the educator. Stick to formal
interaction with the educator relat-
• Ask questions about the likes and dis-
ed to the tasks at hand.
likes of the educator.
• Like to risk and attempt new tasks
• Imitate the educator as a role model.
without the educator's help .
• Seek guidance and demonstration from
• Are impatient to begin tasks and 71
the educator. like to finish first.
• Seek personal rewards that strengthen
• Look for non-social rewards.
the relationship with the educator.
• Are highly motivated when working
individually with the educator.
TABLE6.5 Characteristics of field-dependent and field-indepe

nd
(continued) ent lear
l'l~rs
Field-dependent learners Fleld-lndepe
nde"tl
Cognitive • Function well when outcomes are .ke to divid
• L1 •~r11"1
styles . esub·
carefully explained prior to the Iearning smaller units leq co
experience. E . nte
mphasise details
• Deal well with concepts in humanised regard Parts to h of cone
or story form. their own ave a rti ePt1
• ea,·
• Prefer concrete visual images. • Enjoy the d'
1scovery
• Function well when content is made apProadt
relevant to personal interests and
experiences.
Source: UNISA (2006: 54)
6.6.3 Relationship between teaching and learning styles

A teaching style can be defined as the educator's consistent personal
teaching, irrespective of the media, method or content used. Teaching sty[Pr01t,
be classified as field-dependent and field-independent (see Table 6.6). es can
Educators who understand their own teaching style and are aware of the dill
learning styles will be more effective in the classroom. 1
TABLE 6.6 Characteristics of field-dependent and field-independent

educators
Characteristics Field-dependent educator Field-independent educator

'
Educator-learner • Gives physical and verbal indica- • Maintains formal relationship v,i;
relationship tions of approval and warmth. learners.
• Uses personalised rewards that • Concentrates on the taskandc~
strengthen the relationship with siders the social atmosphere in !
learners. class less important.
-
I Teaching
activities
• Expresses confidence in the learn-
er's ability to succeed.
• Encourages learning through mod-
• Encourages independentachil!'l!
ment.
• Encourages competition· · arnoni
elling and asks learners to imitate. learners. he'
• Encourages cooperation and · 'fiesrat
• Guides learning actlVI
development of a group feeling.
• Relates new content to learners'
experiences and life-world.
.
.
than directing them.
. I and-error 1e
Encou,agestna -. of conten,
Focuses on details . ·pie>
l
arrl
• Emphasises global aspects of con- . nd pnnc1

Focuses on facts a fnnovat'
tent.
• Explains clearly what learners have
. Encourages the us~~~- solvi~
approaches to pro_ iearnin9l
to achieve at the end of the learn-
Ing experience. . . ductive
Emphasises in roach-
the discovery aPP
• Tries to find out how learners feel
about what they are learning.
Source: UNJSA (2006: 57)
CHAPTER 7 : MANAGING PARENTAL INVOLVEMENT
n this chapter the focus

. was. on the educator's task ..
{fectively and continuously m appropriate learru and ability to engage learners
indeavour, educators must understand how learnng tasks. To be successful in this
e 1earning phenomenon from a constru t' ers can be motivated, understand
I l c ive and e . .
I,nnd and imp ement cooperative learning st . xpenent1al perspective under-
..,... rateg1es d '
ll die classroom, and finally, understand their ' un. erstand and utilise diversity
irs with different learning styles can be acco own teachmg style to ensure that leam-
mmodated successfully.
CHAPTER 7
~anag1ng parental involvement

J.L. Wydeman
.earning to work with parents can make a profound difference to the quality of life in
he classroo~. Okeke (2014: 1) provides the following three explanations for arent
rwolvement m schools: P
"It is a combination of supporting student academic achievement and participating
in school-initiated functions".
The "concept entails awareness of, and achievement in, schoolwork an understand-
ing of the interaction between parenting skills and learner success ~schooling", and
It is "a commitment to consistent communication with educators about learner prog-
ress".
'or various reasons, many educators tend not to be very enthusiastic about including
,arents in their classroom management plan. Educators might well ask: "Why should
try to work with parents?"
Traditionally the community had a frame of reference through which children were
ducated and people were expected to conform to that. It is therefore not healthy for
1e school to operate in isolation from other community educational structures and
1arginalise itself from the community it serves. The school needs to create a condu-
ive atmosphere that will allow the community to feel at home. The community har-
ours the morals, values, beliefs, tradition, culture and other important elements that
urture the child's growth and development (Mosana 2002: 49).
In the traditional communities there was no distinction between the educator and
1e parent. The parent was also regarded as the primary educator of the children.
he parent as the figure that epitomised respect, discipline ~d good morals, had
nowledge about his or her children and could therefore help m the smooth transIDIS-
on of effective infonnative education.
The parental institution is underutilised in the context of South African education,
73
articularly in fonner black schools (Mosana, 2002: 56). .
Van Deventer and Kruger (2003: 9) provide the followmg reasons why parents
10uid be involved in classroom management:
Building a positive relationship between parent and educator
cs&EZz:.wWWWW&WWWJbt; )'
l
PART A : EFFE C TIVE C LASSROOM MANAGEMENT
• The restoration of trust between the home and the educator

• Engendering the support of parents for the educator
• Knowledge and understanding of the home circumstances help th
instructional task e ectu~ 1
• The improvement of learners' learning performance
• The improvement of school attendance
• The early identification and elimination of learning and behaVioUtaJ.
• An increase in the learner's sense of security and stability J>rob1~
Researchers have evidence for the positive effects of parent involveme

families and schools, when schools and parents continuo~ly support ::ncll
the children's learning and development (Eccles & Harold, m Olsen & Fun
https://www.education.com/reference/article/benefits-parentinvolvement- er~
According to Henderson and Berla (":1
Olsen & _Fuller_ 2008: 160), "the rn~
predictor of a student's achievement m school IS not mcome or social S!atiis¾
extent to which that student's family is able to:
1. Create a home environment that encourages learning I
2. Express high (but not unrealistic) expectations for their children's achi
and future careers j
3. Become involved in their children's education at school and in the conmn!l
Olsen and Fuller (2008: 160) state the following advantages of the p~
between educators and parents:
TABLE 7.1 Advantages of parent-educator partnerships

Group Advantages . : . . ' ,, '
- ' - ' , ,•• - ' -
Advantages for
• Children tend to achieve more, regardless of ethnic or racial backgrour.l.
learners
socioeconomic status, or parents' education level.
• Children generally achieve better grades, test scores, and attendance.
I • Children consistently complete their homework. .

Children have better self-esteem, are more self-disciplined, and show hi;
aspirations and motivation towards school. ha•
Ch 1
.Id ren ' s pos1t1ve ·mproved be
· · attitude about school often results ·in 1
in school and less suspension for disciplinary reasons. . 1asi
F .
ewer children . placed in special education
are being . an d re media1cnar,
. . b tter when ,.
Children from diverse cultural backgrounds tend to do e h cultU~'
and professionals work together to bridge the gap between t e
home and the culture in school. . ived U1
J · h"1 h
unior 9 and high school students whose parents re rnain 1nvo J.
make better transitions and are less likely to drop out of schoO
74
(fi1
lW
BLE 7,1 Advantages of parent-educator partnerships (continued)

Advantages
roUP
jvantages for Parents increase their Interaction with their children and are more responsive
and sensitive to their children's needs.
irents
Parents are more confident in their parenting skills.
As parents gain knowledge of child development, there is more use of affec-
tion and less use of punishment.
Parents have a better understanding of the teacher's job and school curricu-
ium.
When parents are aware of what their children are learning, they are more
likely to help when they are requested by teachers to do so.
Parents' perceptions of the school are improved.
Parents become more active regarding policies that affect their children's
education when they are requested to be part of the decision-making team.
iv"antages for When schools have a high percentage of involved parents in and out of
Jucators and schools, educators and principals are more likely to experience higher morale.
:hools • Educators and principals often earn greater respect for their profession from
the parents.
• Consistent parent involvement leads to improved communication and rela-
tions between parents, educators, and administrators.
Educators and principals acquire a better understanding of families' cultures
and diversity, and they form deeper respect for parents' abilities and time.
Educators and principals report an increase in job satisfaction .
.1 MANAGING PARENTAL INVOLVEMENT

om the above it is clear that educators cannot afford rwt to include parents in their
issroom management plans. The question is: how does one involve parents in an
fective and sustained way in one's classroom-management plan?
This chapter will attempt to provide some answers to the above question by focus-
gon the following:
An integrated model for engaging parents in their children's education
Strategies for conducting interviews with parents
Ways to evaluate the success of efforts to engage parents
The nature of collaboration with parents
Communicating effectively with parents
Barriers to collaboration with parents
1.1 Defining the term "parenr

1e South African Schools Act (South Africa 1996b: 4) defines the concept "parent" as
the parent or guardian of a learner
the person legally entitled to custody of a learner
the person who undertakes to fulfil the obligations of a person referred to in 1
and 2 towards the learner's education at school. 75
7. 7. 7. 7 The rights and duties of parents

The South African Schools Act (South Africa 1996b: 6) anct the S
(Gauteng Department of Education 1995: 5) set out the foUoWin Choo1 ~d
parents: g <:h.ttie8
• School attendance of learners. Every parent must ensure th d'
whom he or she is responsible attends a school from the Year ~t every
1
turns seven until the learner reaches the age of 15 or the nin: "'hich
comes first. grll<ie, "1~
• Paying of school fees A parent is liable for payment of the sch
by the governing body . in consultat10n · WI
"th th e parents - llnless
00lfe
es de~
been exempted from such payment. the Patii
• Liability for property damage. The parent of a learner at a PUbli
liable for any damages to, or !oss of, school or departmental Pro;:ch0o1~
been caused by the learner. It IS also the duty of every Parent to assis(' 11/hi(
the governing body of the school to promote a culture of respect :t the~
erty. or SchOo!
• The right to information. Every parent shall have the right of access to.
tion held by the department'. a J?ublic scho?l or a private school, if such~
tion concerns a learner who IS his or her child. liif
• The right to be part of the governance of a school. Parents have the right to
other parents to represent them on the sch?ol's governing structure. Th;
have the right to be informed on a regular basIS about what the governmgix;
decided on their behalf.
7. 1.2 Parental resistance to involvement in classroom

management
Nowadays schools are under increasing pressure to develop strategies for se!
greater parental involvement. Although the benefits of family involvement are
erous and have been well documented, Drake (Project Appleseed 2017) foun1
family involvement programmes were often not fully implemented for the foll!
reasons:
• School staff had not been trained to work with families.
• Administrators and educators worried that increased family involvement'
add to their already busy schedules.
• Educators were concerned that closer relationships with families would me~
ing up power and decision making. •o
• Families were not sure how far they could go with regard to making s ugg;~~
asking questions; they worried that children would be punished for th p~
actions by an educator or principal who was annoyed or threatened by
:e
ding the
This corresponds well with Okeke's (2014: 3) findings that notwithStall ungol
76 0
erous benefits associated with effective parental involvement in the sch~ai11 of
Jj
C :0
children, the literature appears to suggest that most black parents cornP
• lack of time
!U.
@
• having nothing to contribute
LVEMENT
CHAPTER 7: MANAGING PARENTAL JNVO
, nr of academic victimisation
, 1e"" .
, 1anguage bamers .
, difficulties in attending
, believing only professionals should run schools
, feeim.g that they are not being welcomed by the school.
furthermore, _the ~chool'.s ideological positioning within the larger society may equal-
Jy act as a senous unpediment to parental involvement
7.l .3 A model for parental involvement

ounst and Trivette ( cited in Bauer & Shea 2003: 65) find that programmes that have
been successful in working with parents share a number of common characteristics.
These programmes tend to focus on prevention rather than treatment. They recognise
the need to work with the whole family, as well as the community. They have a com-
mitment to the family as an active participant in their children's education and are
also committed to cultural diversity. Furthennore, successful programmes focus on
strength-based needs, effective programming and continuous evaluation, and have
fteribl,e staffing.
Several other factors also emerge when working with parents. The issue of equity
must be addressed, i.e. making sure that experiences are open to parents with limited
resources and to those who are more affluent. Whether parent participation is vol-
untary or involuntary is a factor that could change the whole nature and intention
of the participation. Programmes should be of high quality and should be specific in
terms of their objectives. Finally, educators and other professionals working with par-
ents should be culturally sensitive or at least competent.
Swap (cited in Nojaja 2009: 38) describes four basic models of parent involvement.
Model 1. This is called the "protective model". The goal of this model is to reduce
tension between parents and educators, primarily by separating their functions, there-
by protecting the school from parental interference. The model assumes that par-
ents delegate the education of their children to the school and that the school is then
accountable. There is little parental involvement and no structure exists for preventa-
tive problem solving.
Model 2. "School-to-home transition". In this model the school enlists the parents
in supporting the objectives of the school. Although parents are not equal partners,
they are supposed to endorse the school's expectations.
Model 3. In the "curriculum enrichment" model the goal is to extend the school's
Curriculum by incorporating the contributions of the children's families. The assump-
~on is that educators and parents should work together to enrich curriculum object-
ives and content. Relationships are based on trust and respect.
Model 4. The goal of the "parent-educator partnership" model is for parents and
e_ducators to work together to accomplish success for all the learners. The assump-
tion is that a common mission requires collaboration between parents and educators.
This is a true partnership based on authority shared among colleagues (so-called "col- 77
legiality").
Based on Model 4 Singh Mbokodi and Msila (2004: 301-307) developed a frame-
Work that calls for ~he toW involvement of parents in education as envisaged in
S.ASA. The framework is divided into five stages, shown in Table 7-2·
TABLE 7.2 Framework for engaging parents in schools
Framework Application
Stages
Stage 1: Explain the importance of parental community involvement .
Convening
level Make parents aware that they can enhance qua I.ity of learning.
in E!du Cation
Discuss transformation in education with them 111 5choo1
1
Create opportunities for parents to become_partners in education
Allow them to voice what they want education to embrace.
Stage 2: • Clarify the role of parents in education
Clarification
level • Make educators aware of the positive potential of their (parental) r
Make parents aware of their role in contn.b u rmg towards change. ole
. . oft he sc hool
Jointly draw up the vision and m1ss1on in educat1on
.
• Agree on aims and objectives
• Agree on strategic plans to attain aims and objectives
• Inform parents of curriculum matters and develop their knowledge a .
• varying
• Clarify differential roles for parents with • educational
• ccord1ng1,,.
background
Stage 3:
• Educators and parents must have the will to work together s.
Commitment • Plan jointly
level
• Improve relationships
Reduce stress and anxiety
• Create a conducive climate for consensual decision making
• Apply a collegial approach to policy issues.
Stage 4: • Coordinate and control activities
Attainment
level • Jointly deliberate on educational issues
Assume joint responsibility for resource utilisation
• Adopt a transparent approach to policy implementation
• Contribute jointly towards the attainment of the vision and mission.
Stages:
• Jointly evaluate educational outcomes
Evaluation
• Provide feedback on cost effectiveness
I • Correct faulty communication channels

• Modify current plans and consider alternative goals, if necessary.
The activities through which parents could be involved in the education of therr· chil
dren can be loosely grouped as follows:
. . . actiVIt1es,
• lnformation-givmg . .. such as newsletters, written notes and pen.odic repor
cards, through which the parents receive information passively e infor
• Information-sharing activities, such as educator-parent conferences, wher
mation is shared between parents and educators k togetlll
• Collaborative support for school progTammes in which the parents wortivities
with the school to implement specific goals, objectives or educational a~unteers i
78 • Collaboration in ~he school community, where parents serve as vo
tutors, or prepare instructional materials Jedge riJ1
P d t. . . ts' Ja].OW
• skills
arent e uca 10n, m Which efforts are made to increase paren
• Parent leadership, policy and advocacy efforts

7.1.4 Ma~~ging an Integrated approach to parental Involvement

1.1.4.1 lmt,al contact and Interview
Interviews are the primary assessment techn • .
Shea (2003: 75) identify five deterrents t "" I~ue _m P~ent engagement. Bauer and
o euective mterv:tews:
1. Fatigue, particularly if the conference takes place afte th d , k
" lings, w hich can mterfere
2. Strong 1ee . with h . r e ay s wor
use of emotionall 1Oad d ow Participants perceive situations
3. The Y e words or phrases
4. Educator talking to the extent that the parent's parti • t· . 1~- •t d
. . Clpa Ion IS Will e
5. The envrronment that, if distracting or uncomfortabl limi'ts th 'b'liti "
a productive interview e, e poss1 I es ior
During the first interview or conference the educator will generally ask questions
for two purposes: (1) to obtain information, and (2) to redirect the interview when
it moves away from the original purpose. This first interview is very important and
allows the educator to
• establish a positive working relationship with the parents
• review and discuss the learner's situation
• review and discuss related services and adjustments
• review and discuss the role of the parents
• introduce the parents to engagement in their child's education.
7.1.4.2 Identifying needs, goals and objectives

USE OF AN ECOMAP
Ecomaps provide considerable information on the family's social environment, sig-
nifi.cant sources of stress and available used and unused sources of social support.
This assessment strategy is valuable during the first interview because it generates a
great deal of information in a brief period of time. The ecomap can be used to specify
and individualise the stress, conflicts and available resources within the family sys-
tem and to generate possible goals and outcomes for engaging the parents. Figure
7.1 illustrates one such map, but the educator could use other formats to collect the
necessary information to build a picture of the learner's socioeconomic environment.
Using the ecomap could also be a good way to start a parent conference or inter-
view in a non-threatening way.
Dennis and Giangreco ( cited in Bauer & Shea 2003: 77) suggest several other keys
to conducting sensitive interviews, including the following:
• Appreciating the uniqueness of each family
• Being aware of the influence of your role as a professional
• Acknowledging your own cultural biases (refer also to Chapter 6, section 6.4, on
managing diversity in the classroom)
• Seeking new understanding and knowledge of cultures
• Developing an awareness of cultural norms
• Learning from parents 79
CTIVE CLASSROOM MANAGEMENT
PART A : EFFE
Mother Father
\/Learner
FIGURE 7.1 Ecomap for gaining information on a learner's socioeconomic

environment
7 .1.5 Collaboration and communication with parents

7.1 .5.1 Collaboration and partnerships
Collaboration occurs when power and authority are shared and where peopl~
I brought together to achieve common goals that could not be accomplished by as~
individual or organisation independently. Bruner ( cited in Bauer & Shea 2003: 78)
gest a number of characteristics of effective collaboration:
• Involve all key players.
• Use realistic strategies that reflect the priorities of all involved.
• Establish a shared vision.
• Allow collaborators to agree to disagree during the process, but have a co
ive problem-solving strategy for moving forward.
• Only make promises that you can keep. . . for
• Do not let day-to-day operations and disagreements interfere with strlvuig
ter outcomes.
• Build ownership at all levels.
80
• Institutionalise success.
u • Publicise successes.
_1_ .2 communicating effectively with parents

7 5
rraditionally the majority of infonnation schools have shared with families has been
one-way: letters, flyers, automated phone messages, newsletters and notices.
Modem technology, however, allows for Parent-educator interactions to be prac-
tical, positive ~d personal. Techn~logy mediated communications tools such as
videoconferencing,_ phone ~onferencmg, Online chats and emails are already being
discovered as efficient medmms to enhance school/home communication that allow
educators, parents, and s~dents to stay connected and infonned (Ramasubbu 2017).
Ra,masubbu (2017) contmues by mentioning that the selection of the technological
tools for parent-educator communication must be based on the answers to the follow-
ing questions:
• What is the nature of the message to be communicated?
• What are the types of technology that both educators and parents have access to?
• What are the skills and willingness of parents and educators to use the technology,
and to what extent?
• Should technology replace face-to-face communication or will it complement
offline communication?
Naturally, there are occasions when educators and parents must engage in face-to face
meetings and technology may not offer the level of personal contact of a real-life inter-
action. Lack of computer access, and knowledge and skill in using technology as well
as an absence of interest in a new fonn of communication, by both educator and par-
ents, are some barriers to parent-educator interactions. In such cases, a minimal use of
technology should be encouraged that may include text-based and instant messaging
using cellphones with which most people are comfortable.
7.1.6 Barriers to collaboration and participation

Ballen and Moles ( cited in Bauer & Shea 2003: 93) suggest four primary barriers to
parental involvement:
1. Time. Various factors, such as single-parenting and work pressures, contribute
to a lack of time.
2. Uncertainty. Parents are often uncertain about what to do and about the import-
ance of their becoming involved.
3. Cultural barriers. There may be difficulty with language or in communicating
with schools, because life experiences and perspectives are so different.
4. Lack of a supportive environment. Schools have not always tried to nurture
families and low-income parents in particular may need support if they are to
become involved. These parents may need personal attention, literature and
classes on parenting, and perhaps even a resource centre.
The following are some possibilities for addressing barriers to educator-parent rela-
tionships (Bauer & Shea 2003: 95):
• Time. Be flexible with schedules, times and days of the week. Move meetings to
venues that are more accessible to parents. 81
• Feeling unvalued. Welcome the parents personally and find ways for them to use
their talents to benefit the school.
• Being unaware of Jww to contribute. Conduct a talent survey among parents and
use the talents identified to benefit the school.
• Being unaware of how the system works. 1:ovide a. handbook c

and procedures and giving the ans~ers to typical questions or Prob1~nlai1%1
• Ch 'ldc
i are.
Find an available room m the school and ask older le:.- Ills.
-•1ersto i
to babysit. . Vo11(1
• Language. Have material translated, using English on one side ¾d 1
guage on the other side. ¾ou~l
• Cultural differences. Increase your sensitivity t~ other cultures, Values
and celebrations and to the views of the school With regard to these. ,
• Transportation. Visit parents in their homes, or hold meetings at Place
venient to the parents. s lllori I
• A sense of token invitations. Address real issues, listen to the Parents
their ideas. ~,
• A sense of being unwekome. Work with school staff to make all Parents f~
come. i
• Resistance to formal leadership. Ensure that all parents are involved in P~
policy making and advocacy.
• Parents having limited literacy skills. Use the telephone to contact parents,
• Snobbery. Actively seek new participants who represent various cultural, ,
!
economic and religious groups.
Successful parent-engagement programmes have the following common elelllfl

(Bauer & Shea 2003: 95):
• They have written policies that address parental involvement.
• There is administrative support, which includes having a resource centre foq,
ents and having one individual responsible for managing the programme.
• A partnership approach is followed, involving joint planning, goal setting and o!r,
strategies to help parents develop a sense of ownership.
• Two-way communication is employed.
• They involve regular evaluation activities, both at key stages and at the end ofc
school year.
7.1.7 How can parents be involved in the school? .

Squelch and Lemmer (cited in UNISA 2006: 31) suggest the following waysin \\'~'
parents can be involved in the school:
TABLE 7.3 Parent involvement in schools
1-;:T~yp:;::eo:f::ln::v:o-;:l~v:.-::e:;::m-:e-:n;-t---t-s--=p:-e....:c::.:ifi::.:c:.a=ct=lv:.:i:.:.tl::e=s:__ _ _ _ _ _ _ _--:--:: inin9

I Involvement in school • Approving the school curriculum (Further edu~at1·on andtra
82 management (FET)). Involvement in developing a school policy
u Drafting and approving the school budget

• Liaising with the parent community
t' Organising and conducting parent meetings
Taking part in fund-raising
CHAPTER B : MANAGING CLASSROOMS THROUGH EFFECTIVE ADMINISTRATION
TABLE 7.3 Parent involvement in schools (continued)
Type of involvement Specific activities

Involvement in classroom • Monitoring their children's progress
or educational activities
.
• Discussing the curriculum
. Involvement in reading programmes
. Involvement in the development of children with special needs

Supervising homework
.
• Assisting in the classroom
Helping their children study
Involvement in resourcing
activities .• Fund-raising
. Organising social events
Assisting with extramural activities
Helping with playground duty and scholar patrols (road safety)
Accompanying learners on field trips
Assisting with administrative tasks
Arranging talks and workshops for parents
Involvement in home- All parents can help their children with schoolwork.
based activities
In this chapter the focus has been on involving parents as a valuable resource in the
educator's classroom management plan. An integrated approach should be followed
to ensure that the parents' involvement can be sustained. Applying the information
from this chapter should assist you in your attempts to involve parents in your class-
room management plan.
CHAPTER 8
Managing classrooms through effective

administration
J.L. Wydeman
This chapter focuses on how administrative tasks should be planned or carried out
to ensure that they have a positive influence on classroom management. As most
schools have policies, strategies and procedures specific to their own situations, the
comments made in this chapter are of a more general nature and are aimed at the
principles underlying the specific aspects being discussed.
For this purpose we will first look at those non-teaching tasks that are mostly done
in the classroom, and then at tasks mostly done outside the classroom. These tasks
(inside and outside the classroom) include: 83
• Managing finances in the classroom
• Updating the filing system
• Managing assessment in the classroom
PART A : EF FECTI VE CLASSROOM MANAGEMENT
8.1 MANAGING CLASSROOMS THROUGH EFFEctll/1!

ADMINISTRATION 1:
This chapter first discusses the tasks of the educator that are rela
a dmini s tra t.10n act"1vi·t·1es. teq ••UJ t
8.1.1 The tasks of a register teacher

A primary task of all educators is responsibility for a register class
possibly done this for a number of years, have Y?U ever r~fle~ted on ho~Yf>j
improve your classroom management by changing or ad.iustmg Your _Y~
activities? What do you actually do_ wit <ri"'-te\c 1ass•? How do the;'~
. h your ~e?:"'. rel!i ...
have an impact on your other teaching respons1bihtles.
8. 1. 1. 1 Responsibilities of a register teacher

• Record attendance and absenteeism of learners.
• Balance the register.
•
•
•
Make announcements to the class.
Do surveys on various matters.
Collect and administer money. I
l
• Assist in RCL elections.
• Act as a guardian.
• Fill in and sign report cards.
• Take detention and assembly and do ground duty.
• Contact parents.
It should be clear at this point that many of these aspects have very little to do1
teaching your subject, but we trust that you will be able to use these new skills
knowledge to administer your class more effectively.
8.1.2 Financial administration

Handling finances is an important aspect of educators' work. They should acquirl
following skills in this regard (Pretorius & Lemmer 1998: 71):
• They should learn to use financial terminology correctly.
• They should be able to interpret and explain financial statements.
• They should be familiar with the correct procedure applied in the schooJwhe
following financial activities are handled:
- the collection of different kinds of funds
- the handling of cash
- accounting procedures
- reporting procedures. e'
84 l :fillallc •
• The~ should also know how to organise staff concerned with sch0°
entails
- knowing how to train staff by delegating certain functions

- knowing how to coordinate staff functions.
CHAPTER B: MANAGING CLASSROOMS THROUGH EFFECTIVE ADMINISTRATION
In conclusion, everyone involved in finances must know what to do when to do it

and how to do it. In addition, educators must have skills relating to th; collection and
handling of funds.
a.1.3 FIiing systems

During the implementation of CAPS the Department of Basic Education provid-
ed more detail on what will be expected of educators with reference to their filing
systems. Educators will only develop a single educator file in spite of the number of
learning areas or subjects that they teach. The essential requirements of an educa-
tor file would include the following (South Africa, Department of Basic Education
2012b: 22):
1. All educators are expected to keep a file containing evidence of their teaching
and assessment, namely: annual teaching plan; assessment plan; formal assess-
ment tasks and memoranda; indication of textbook(s) and any resources used;
record sheet containing learners' marks for each formal assessment task; and
informal notes or any intervention that is planned by the educator to assist
learners who require additional support (where they exist). It is the educators'
responsibility to ensure that the information in their assessment files is kept up
to date.
2. An educator assessment file may be a file, a folder, a box, or any other suitable
storage system.
3. The formally recorded assessment tasks should be clearly marked or indicated in
the educator's file. Stickers, coloured paper, etc. may be used for this purpose.
4. Educators' files should be available on request at all times for moderation and
accountability purposes.
The Department of Basic Education compiled the following requirements for an edu-
cator's file:
8.1.3.1 Annual work schedule

• The educator should have a work schedule for each learning area or subject for the
year for each grade.
• The content to be taught and learned should be organised into terms and weeks
and be based on the content as listed in the content or core knowledge and con-
cept frameworks, and/or presented in the textbook.
• The annual work schedule should indicate weeks, content, assessment activities,
date completed and comments. It will ensure that the content for one academic
year is sufficiently covered in the time allocated per learning area or subject.
• Any support in response to a learner who experiences barriers to learning must be
included in the planning.
• All the necessary resources that the educator identifies will be recorded as part of
the lesson plan, including adapted resources. 85
B.1.3.2 Assessment plan

• An assessment plan is based on the assessment requirements as set out in the
National Protocol on Assessment: Recording and Reporting.
r.
,,"c"" c'' 55 ,oo•...._,.,G•"'"' l1

1pl"" for the year for each
,,,, ' ' st h••• _,..ssess"'•" 1 ,,,sl<S such as tests and e !ltaoi, s
, 11>e edu"'':°' "'':J,e foflll,.i ,s"'':.,rriJrlg1 ,.re• or subject) thatXaoia1
should !Juli"'"' seJected for • Je.,-nil1!l are• or subject "II
f ,ssess"'e01 a,t1cul.,- ·
rof!1'5 °d e ""d sJd]IS for thal P . .,-e• 0 r subject and grade m
Jalo"'le g t pl"" for e,.cl> I • ~ for III• year and be comm1llliIT8t
• 11>• ,ssess"',~•foflllal ,sseSSp1ent p blY at III• b e ~ of the schoo">di
iJt 11>• ,c1too s . d tiJlle prefer:3
ers and P""'""' w goo , and memoranda
i,.
,
,nenf fOSkS
8, 1,3.3 FO,mal asses• ould b• cat"(tl]IY desi8"ed ,sse.,sment tasls, c .
...... a1 assessment ta5kS sh th t cover the content taught to that po·
,arl•IY of foflIIS of ,sse~ 4 _.,• of th• foflll,.i programme of"""-"'"
• • m= •
F _..,;nations
• ,1]1 wsfS ""d ,,.,..-· are plj.l• w·
. or rubrics a11d chec JSts, etc. are to be ment
, All roarking memoranda,~heJUll/l
gridS ,ssessment actJ111ties
· · · can be noted and'Iii
,w conunenlS for streJ115•·
P ,_ for
)anJ1Ulll for .11>• follo,vin8 1,arners wltO e,q,enence
year• · . to leammg·
barners
, AJ,Ya,doptatton t.o W5"" I
recorded as part of the plan-
. .3.4 rexlboo/<S or ott,er 1earn1ng and teaching support maleda!
8 1 (LTSM)
, Th• educat.or's file should indicate whicll teJ<lbooks are being used
, AnY od>er ,upp0rl lll"terials selected by all educator to support t;eacl,ing:oll
;ng iJt we cJasSr<>Om should be included in the educator's file.
s.1.3.5 Record sheets

The record sh"'.''" reflect d>e perlonnance of the Jeamers in the formal .,.
tasI<s as set out m d>e as.,e5SIIlent plan, The following should be recordect
• The leamers' names and their marks
• The date of the formal assessment task
: The cont~nt topic that is the focus of the task
The maxunum mark for the task
I . area
Jearn,ng
• The learning or subject)
area or subject (in the case of an educator te,.,,iung more ill
(DepartmentofEducation' Mpumalanga. S.a.)
S.1.4 Control and assessment .

In the classroom in the classroom 1
Forprovincial
at fu
this reason 'd :issessment is one of. lhe most important eduClltto"'1
ere are comprehe
consists of thran at national levels Tns1ve guidelines provided for asseSSJlle~;i
1 ee stages·· • he ass essment management pro"'ss b""
· Collecting evid
2. Recordin ence
3 g assessm
. Reporting achi ent evidence
evement
CHAPTERS : MANAGING CLASSROOMS THROUGH EFFECTIVE ADMINISTRATION
U\ in-depth discussion of assessment is not within the scope of this book. Instead
ve focus primarily on the control measures that are necessary for the management of
lSSessmen: in a classroom. This ~eludes the management of the assessment process,
he recording of assessment findings (results) and the reporting of achievements.
i.1.4.1 Managing assessment

>EOPLE INVOLVED IN ASSESSMENT
['he school and educators have overall responsibility for the assessment of learners.
~ducators are expected to create a valid, reliable and credible assessment process.
~ational and provincial policies aim to ensure the involvement of learners, school
35sessment teams, district support teams, support services and parents, where appro-
priate.
RECOGNISING THE ROLE OF UBUNTU IN ASSESSMENT

Understanding how assessment was practised in traditional African contexts within
an Ubuntu philosophy could assist educators to do assessment more effectively in
their diverse classrooms.
1. Assessment was both informal, formal and completely integrated with education,
learning and life.
2. The content of traditional education in communities included a variety of lmow-
ledge, skills and values.
3. Assessment judgements were made directly by observing conduct and feedback
was immediate, specific and contextualised, and given verbally.
4. Assessment was predominantly done by educators, yet peer- and self-assessment
were common also.
5. Assessment points of reference were varied.
6. Assessment of learner conduct was done with particular focus on the community
and not the individual learner.
7. Assessment was predominantly formative, holistic and collaborative, yet also
summative and individualised in particular contexts.
8. Standards used in assessment focused on human qualities and character rather
than formally and objectively stated aims or outcomes.
(Beets & Le Grange 2005: 1197)
: SCHOOL ASSESSMENT PROGRAMME

f Each school must develop an assessment programme based on provincial and nation-
1 al assessment guidelines. It must have a school assessment plan and a team to facili-
tate the implementation of the plan. The team should have representatives from
management, each phase and all learning subjects.
To ensure a professional approach to assessment, the school assessment pro-
gramme must clearly outline (UNISA 2006: 26)
• the way continuous assessment is planned and implemented
• how record books are kept, their accessibility and security 87
• the assessment codes determined by the province
• internal verification of assessment
• how moderation takes place in the school
• the frequency and method of reporting

• the monitoring of all assessment processes
• the training of staff in areas of assessment.
8. 1.4.2 Implications for the classroom

The school assessment programme can only be carried out in a co
each educator collects, captures and repo~ on specified assessrne::trii~e
necessitates the administrative tasks given m Table 8.1. acti'liu~
TABLE 8.1 Data to collect, capture and report on during assessrnent
· Recording and reporting - how and which data to collect, capture a'nci re .
assessment '. . -. . -- ..-· ~rt°"
Record books • Learners' names
• Dates of assessments
• Name and description of the assessment activities
Results of the assessment activities according to the learning area
programme orlealliti
• Comments for support purposes
Progression • Name ofthe school with the school stamp
schedules • List of learners in each grade
• Codes for progress in each learning area (national coding system)
• Codes for progress in each grade (progressing to the next grade or staying,
the same grade)
• Comments on strengths and areas for support in each learning area
• Date and signature of the principal, another educator and a departmentalol
cial
Learner • Personal information
profiles • Physical condition and medical history
• Schools attended and record of attendance
Participation and achievements in extracurricular activities
• Emotional and social behaviour
I' • Parental involvement

• Areas needing additional support
• Summative end-of-year overall report
• Progression summary records of schooling years
Report cards • The learning achievement
• The learner's strengths
Support needed or provided ""
· lationto,..
Constructive feedback that comments on the performance in re
ous performance and the requirements of the learning area.
Most educator training programmes do not pay much attention to the .adJllilU51'
. t;ratiOO.
tasks that educators need to do. However, ineffective classroom a~cato~
88
have a negative effect on how well the classroom can be managed. this iS 10
u
ca
!U.
therefore need to acquire these skills for themselves. One way to do
from colleagues.
@
CHAPTER e: MANAGING CLASSROOMS THROUGH EFFECTIVE ADMINISTRATION
8, 1.5 The role of technology In managing classrooms effectively

urse management systems are designed specifically for facilitating online com-
co .cation in education. In South Africa reference is made to the "EMIS" or Educa-
: :Management Information System. Effective course management systems include:
• c1ass information: calendar, syllabus, details of prerequisites, assessment infor-
mation, and a FAQ
• A notice board with up-to-date course information
, 1,eanung materials: course content, copies of visual aids, reading materials and
Jinks to community resources
, Assessment opportunities: self-assessment, peer assessment, and formal assess-
ment
• communication support: email, threaded discussions, and a chat room
, Differentiated access rights: for educators, administrators, and students
, Document-authoring tools
, Administrative tools: student tracking capabilities, statistics, and reports
(Wikipedia 2018).
Currently a new information system is being implemented in schools in South Africa,

called the South African School Administration and Management System (SA-SAMS).
SA-SAMS is a robust computer application with a strong EMIS focus, specifically
designed to meet the management, administrative and governance needs of public
schools in South Africa.
Many schools were using different management applications for different school
functions, e.g. schools were using a financial package to control the school finances,
a separate timetabling package to do timetables, and class lists were being manual-
ly generated. This resulted in a lot of duplication and systems that were difficult to
keep up to date. SA-SAMS was therefore developed to provide schools with a free,
easy-to-use and fully integrated system containing all aspects of school management
requirements. It also incorporates a Timetabling Assistant to assist the schools with
the complicated task of allocating educators to subjects and to classes, and packing
the timetable. (Department of Education, Mpumalanga. S.a.).
The importance of good administration inside and outside the classroom have been
discussed in this chapter. The importance of collecting and recording all information
regarding your professional activities is evident, as these aspects may have a great
influence on your professional development as an educator.
89
PART B: MANAGING CLASSROOMS LEGALLY
CHAPTER 9
Education policy in the classroom
9.1 CONCEPTUAL ANALYSIS

Education law regulates education in the same way in Which the law .
Iates society. Every action in the classroom has a legal basis. Educat lll.g~ '
. the pnncip
have to deal with learners, but also with . . al , ~olleagues, Parents
orslll c...l
tion authorities. In order to create order and harmony m all these reJatio-~I ,
rules are essential. •~
Maree (1995) defines "education law" as:
... those components of the Constitution, other statute law, the conunon~
case law, that create an education system and regulate the mu1~.
action of individuals, groups, independent bodies and official authoriti 1
that system. ~,.
From the above definition it is evident that there are mainly four educatiii
sources that regulate education, namely the Constitution, legislation (statutfsj
mon law and case law. Policy also plays a role and is designed to complememl 1n 1
education law sources, especially the Constitution and legislation. Policyis u a

and is not mandatory. p
However, it is possible for policy to become law and thus enforceable. Wh! •
ma! or legal authorisation is given to a policy, it becomes law. For exampl~ ~-
ulations for Safety Measures at Public Schools (hereafter Regul,atiansj1Jr!
Measures) is policy that was enacted into subordinate law (RSA, Departmentdi •
cation 2001).
•
9.2 MAKING, ANALYSING AND IMPLEMENTING POLICIES
Democratic school management and governance require that individual sch~
policy-making capacity and school-level accountability. Although sch~I
will be made by the school governing body and not all educators are J9
school governing body, all educators have a role to play in poIicy nlll!U'"'
l pali1 A
and, especially implementation (SAOU 2007: 6). When developing a ~ of~ ir
following procedure, adapted from the SAOU Manual for the d,eVe t;icaPI" 21
at school level (SAOU 2007) and which supports a participative, democra ~:
could be followed: darJ
1
• The law and policy framework is introduced and the national P?liCY J
(aJl ·tJi ai
ussed
ed directives, strategies and plans) made available to, and diS\ers are I 9
90 and the governing body. Staff members and governing body memcontejlll f Ti
u
c:.S
:!:i
to ':11ake submissions to the principal on possible challenges toeducat0t5 r tc
pohcy for the Particular school. The feedback that classroom ·vell sd1°01q
@ ~he .challenges experienced dUring the implementation of ~y giosSible fli!l1
1s vital to re-assess and improve that policy but also to identil'Y p
~If
CHAPTER 9 : EDUCATION POLICY IN THE CLASSROOM
factors to the conte~alisa~o~ an~ ope~ationalisation of new school policies (See

(!iscussion on Evaluating eXISting situation or/and policy in section 9.2.1.1 below).
Actively participating in this process, allows a classroom educator to fulfil the core
duty to "assist the ?e~artmental. head to }dentify aspects which require special
attention and to ass15t m addressmg them (RSA, Department of Basic Education
1999: Annexure A.2. Item. 3.2.1) and to meet Criterion (t) (to contribute positively
towards school development and enhancement) of Performance Standard 4 (pro-
fessional conduct).
The principal and SMT consider the submissions, compile a draft document con-
taining the law and policy framework for the specific school policy and contribu-
tions from staff and governing body members.
The draft document is submitted to the governing body for deliberation and com-
pilation of a draft policy.
The draft policy is distributed to all stakeholders for comments. Classroom educa-
tors should take advantage of the opportunity. Not only will it allow them to gain
better understanding of a policy in order to implement it in the classroom, it also
allows for obtaining evidence for performance appraisal.
The governing body considers feedback, finalises and adopts the policy.
The policy is submitted to the provincial Department of Basic Education for
approval.
o understand what policy making, analysis and implementation entail, educators

1Ust not only understand the difference between law and policy (see discussion
Jove), but also the differences and relationship between policies, strategies and
lans:
National education policy contains the main goals and priorities with regard to a
general (for example school safety) or specific (for example IIlV and AIDS) matter
that the government pursues (Jallade, Ra.di & Cuenin 2001: 35).
Strategies specify "how the policy goals are to be achieved (set directions and
clarify[y] roles and responsibilities)" (Jallade, Radi & Cuenin 2001: 35).
Plans set out the road map of concrete action that must be taken to achieve
the policy goals and priorities ( contains "the targets, activities to be imple-
mented and the timeline, responsibilities and resources needed to realize the
policy and strategy") (UNESCO 2013: 6).
2.1 Policy cyclic phases

though policy making, analysis and implementation are distinct phases, they are
;ertwined, overlapping and interdependent in nature (Burke, Morris & McGarrigle
12: 2; Haddad 1995: 10, 17). The following cyclic phases form part of the process
adcock-Walters 2013: 20-22; Haddad 1995: 24; Jallade et al. 2001: 37-42; UNESCO
15: 28): evaluating existing situation or/and policy, making or developing policy,
alysing policy and implementing policy.
91
21
• ,1 Evaluating existing situation or/and policy
ie national Department of Basic Education makes policy and then cascades it down
ProVincial level which, in turn, cascades it down to school level. National education
u
~<
@
PART B: MANAGING CLASSROOMS LEGALLY
I Ii h uld be contextualised for decentralised irnplementatio

po cys o . b di will . ul . n(Bat1,,•.
2013: 21). Thus, school govenung o e~ Partic ,anse natiollal .""-11
so that it is accommodating_ of the particular sch~ol s circumstanc:U~
girls' schools will require a different pregnancy policy than boys SChoo~F~,
tional schools (Head of Department, Department of Education, Free Si ~Q
Welkom High Sclwol and Another; Head of Department, Department late~
~e State Province v Harmony High School and Another (CCT lOa,, of~
12
25; 2013 (9) BCLR 989 (CC); 2~14_ (2) SA 2~8 (CC) (1~ July 2013), at p~[~
policy is "comprehensive, holistic, financially ~UStainable and feasib]e•b'IJI
2015: 28). A comprehensive substance abuse policy, for example, Will~~
on prevention but also on treatment, care and support, and response
The requirement that policies must be holistic relates to uniformity among
ides and between school policies, codes of conduct for learners and c
(UNESCO 2013: 24). A classroom educator will address IIlV and AIDS not~
of implementing the school's IIlV and AIDS policy but also when imp!~
school's safety policy (for example by implementing and promoting univellal ,
tionary measures)!; the school's pregnancy policy (for example by pro~
nence); the school's curriculum policy (for example, by integrating IHVtAflij
teaching subject matter); and the classroom rules (for example, by prohibiq
duct that will constitute unfair discrimination).
9.2.1.2 Making policy

The following guidelines should be followed when a school policy is adopted
CONSIDER THE LAW AND POLICY FRAMEWORK

All school policies will have to respect, protect and promote the rights in !Ir
Rights (Section 7(2) of the Constitution). Because of the supremacy of the
(see section 12.1 Supremacy of the Constitution) South African sch~lsare
to fulfil broad nonnative goals when making, analysing and implementillg
sue~ bro~ goal is creat? a human rights culture. It is thus unde ah
policy making, analysIS and implementation must be approached from
perspective and why these are value-laden exercises (UNESCO 20l 5: ~)-
School policy should be developed within a particular law and poll~
F~r ~xample, ~lassroom managers have to perform their curriculum-~~3(4Xo
th
Witi:'in e policy framework adopted by the minister in tenns of Secti
Natio~al Education Policy Act and Section 6A of the Schools Act. Educat¢
This framework includes the National Norms and Standards for set
Department of Education 2000), wherein the seven roles of educa:;p
roles are: ~I) learning mediator; (2) interpreter and designer of Je arcJiel
.,r1-•-•-trator and manager; ( ) scholar, rese
and materials; (3) leader• ••u.uwu:s ess<Jli (l)
10 1 4
~ e~er; \5) commuruty, citizenship and pastoral role; (6) are: the
are _su ~ect/disciplineJphase specialist. Other curriculum policies JicY
Cumculum Statement Gracte R-12· the Curriculum Assessment po ea¢
92 (_CAPS) f?r the Various subjects; th~ policy pertaining to the pro~ddt9
tion reqwrements of the National Curriculum Statement Grades R-1 MpuJllsl
al Protocol for Assessment Grad R 12 (D f Education,
:a 4). es - epartment o
c
g
CHAPTER 9 : EDUCATION POLICY IN THE CLASSROOM
STAKEHOLDER INVOLVEMENT
To ensure comprehensive policy development and to create the best possible cir-
cumstances conducive to implementing the policy, the identification of stakehold-
ers, interest gro~ps and determining the role they could or should play and involving
them are essential (Badcock-Walters 2013: 21). Successful implementation of policy
developed due to a national, public issue such as the HIV and AIDS policy, in particu-
lar, will require the involvement of several departments, stakeholders and operational
partnerships. When identifying the stakeholders, keep the following basic criteria in
mind: "the capacity of the participants to represent their interest group, enhance the
policy development process and contribute to its adoption (and later implementation)
by mobilizing the support of the interest group involved" (Badcock-Walters 2013: 24).
POLICY DEVELOPMENT MUST BE ACCOMPANIED BY ADVOCACY

Educators' buy-in and involvement in advocacy is essential for the welfare of public
education (Reed 2006: 2). Launching the policy and introducing the implementation
plan will give the policy more legitimacy, and mobilise possible support and funding
(Badcock-Walters 2013: 21).
9.2.1.3 Analysing policy

For the classroom educator, analysing a policy will be aimed at determining what
is expected of the educator in terms of implementing the policy in order to compile
an implementation strategy and plan. It should not be confused with policy analysis
(evaluation) as part of the policy-making process, which is aimed at determining the
strengths and weaknesses of existing policy (Meiring s.a.). To distinguish between
these forms of policy analysis the author refers to the last-mentioned as policy evalu-
ation. See below.
Activity 9.1
Access the learner attendance policy on the Department of Basic Education's web-
site (available at: https://www.education.gov.za/Resources/P~licies.aspx). (If your
school has an attendance policy you may also do the same with that.) Work through
the policy and make a summary of the following:
1. When a learner should be regarded as absent. Does the pol!cr attach the same
meaning to learner absence than the meaning attached to 1t rn your school
(policy or practice)?
2. The reasons for learner absence that are regarded as valid reasons.
3. The role and responsibilities of class educators in implementin~ the policy.
4. The role and responsibilities of subject educators i: Implementing the policy.
Activity 9.2 .
A . I n HIV and AIDS (available at: https://www.educatron.gov.
ccess the national po icy O HIV and AIDS policy you may also
za/Resources/Policies;aspx). (If your school has an . h followin .
do the same with that.) Analyse the policy by summarising t e g.
PART B : MANAGING CLASSROOMS LEGALLY
I 1.
. """"--........ .......__>'llrr
The constitutional !)Orms and values and human rights that rnust b
or can be promoted when the policy is implemented. eo
2. Subject educators' obligations with regard to the implementation f
and AIDS policy. o the ftrv
3. Classroom educators' obligations with regard to the implementation of .
sal precautionary measures.
, Think of practical examples of how you will implement the policy With re
numbers 2 and 3 above. 9ardto
·
9.2.1.4 Implementing policy

Burke et al. (2012: 2) describe policy impl~m~ntatio~ as a series of ildil
focused on operationalising _the goals and_ o_bJectives ~1culated in a policy.\
activities cannot be standardised. Some policies may requrre more preparation(,
cacy, coaching and support to staff), change of sy~tems, chang~ of attitudes!M
ceptions (Burke et al. 2012: 8) than others. Local rmplementation ofpublic!Mii1
notoriously difficult (Spillane, Reiser & Reimer 2002: 387). This is especiallyl!lll
classroom educators whose capacity to implement a policy is dependent on Im,
the national policy is operationalised to the school level because they will 11311
operationalise it further to their classrooms. When policy-makers failed to caiil
and assess the interests of key stakeholders such as parents or educators, fua
and human resources, the schools' irLstitutional and managerial capacity, tlten1
cessful implementation of a policy is almost doomed from the start. In manyin!D
es, there may be factors that make policy implementation not feasible. For ~
a specific school may be very poor; there may not be enough educators to implllrl
the policy; management may not have the capacity to manage the implemental
process; or there could be a lack of the required financial resources.
Activity 9.3
f
. you draw up in Activities 9.1 and 9.2 and indicate whatfactors
Use the summaries
may make impl_ementing these policies in your classroom impractical.
.
Suppose one o f the hampering factors is that you do not have the capaCI·ty. to manage
d~
the implementation process. Consider section 14_3 on Continuous professiona1
ment and Indicate how you will acquire the n~essary skills through CPTD-
9.2. 1.5 Policy evaluation . sod J

in givu~
As stated before, classroom educators have an important role to plaY t,11eY. ;
back by identifying unintended consequences of a policy and proble~ete~i(il
ence w h en a ttemp t.mg to Implement
.
d
it. They are in a good pos1·t1·on to·dellce of I
94 so-called "implementation gap", that is the "difference between the e\Tln refe~; ,
works in theory and what is delivered in practice. In policy, thiS oft~a se1"1 .j
u
C.0
~if
gap between the intentions of policy-makers and policy as deJwered dbacl<_ ~b I
citizens" (Burke et al 2012: 2). According to Haddad (!995: 36), fe~y deci!i10 ·
@ d unng
· rmp· leme~ tati~n causes reassessment of aspects of the pollC
subsequent modifications by policy-makers.
constitutional provisions regulating
--------------------------
S.A. Coetzee
1
o. 1 BILL OF RIGHTS
The Bill of Rights, contained in Chapter 2 of the Constitution, gives the essence of the
social values upon which the new political, social and economic order is constructed.
It fonns the cornerstone of the education dispensation and is of the utmost import-
ance to educators as classroom managers.
10.1.1 Equality (Section 9)

In the school context, it means that children may not be unfairly discriminated against
on the grounds listed in Section 9 and especially Section 9 (2). For example, educa-
tors may not make racist or sexist comments in the classroom.
Differentiation (treating people differently) occurs all the time. For example,
learners with poor eyesight may be placed in the front of the classroom. The equal-
ity clause does not prohibit discrimination, but rather unfair discrimination (Currie
& De Waal 2013: 223). In Prinsloo v Van Der Linde and Another 1997 (3) SA 1012
(CC) at para 31, it was held that discrimination will constitute unfair discrimination
if it means "treating people differently in a way which impairs their fundamental
dignity as human beings, who are inherently equal in dignity". Thus, discrimination
will constitute unfair discrimination when it differentiates between people in a way
that infringes upon their right to human dignity. Unfair discrimination has an unfair
impact and cannot be justified (Currie & De Waal 2013: 225).
Recently, the Free State High Court came to a similar conclusion in the unreported
case of Lerato Radebe & Others v Principal of Leseding Technical Sclwol & Others
Case no. 1821 of 2013. This case deals with the application of a learner to ensure her
return to school. It provides valuable insights to classroom educators who have the
tendency to send learners out of the classroom.
l.€rato, a Grade 8 learner is a Rastafarian and has dreadlocks. She was repeatedly
called out of the classroom' and forced to remain in the staff room, and as a result
:e ~ed most of her classes. She alleged that t~e. school had violated her rights to
gruty, freedom of religion and education. In addition, she alleged that her frequent
~:St
exc!usions from class amounted to a violation of her right not to be discriminated
on grounds of her religion. Phalatsi J. agreed and granted the order, stating
• Banishing Lerato from class is unlawful and discriminatory (at para 4.2). The court 95
argued that sending a learner home or sending a learner out of class to sit in the
staff room constitutes suspension and that there are certain prescribed proced-
ures to be followed before a learn~r is suspended - and those were not followed
(at Para 13.3). The court went so far as stating that the school has contravened
PA RT 8: MANAGI NG CLASSROOMS LEGALLY
\
Section 3(6)(b) of the Schools Act, Which states th
cause prevents a learner from attending a Schoo} ~t any I>e....
'
on conviction to a fine or Impnsonment
. . ' is )IDli}t..
(at Para 20( '"On \Iiho
"3 of:...
• The schools' insistenc_e ti:iat m~y attend Schoo}a). . "''Oft' \ ,1

ei,~~
locks constituted unfair discnmmation on the grounds0 nly if sne
court stated that by preventing Lerato from attendin of te)i&ion o~ 7t 1
her differently from other learners. This differentiati g c~ass the ~hat~ ,1
thus constitutes ..wuarr. dis cnmmat1on
. . . and a breach of onhis bas . ed on Oo! 1"i
h ll'ai~
13.1 ). . . er l'ight to eq~~;
• The schoo! ~ e r :viola~d.her nghts t? equality, human digru Ii
dom of religion, belief, opimon, expression, association anct ty, educatio
CUlture (at nsti 1
• reasons for granting
Phalatsi J. gave the followmg • the order: PilJ'd 4l
• Section 28(2) of the Constitution guarantees that in every m tte
the child's best interest is paramount ( at para 7.1 ). a r affectinga
• The invasion of the learner's right to education was of a serious 6
tinued
. (at para 7.2). nature ~,
It should be mentioned that in this case the school had a code of conduct in ~.
prohibited dreadlocks. P
10.1.2 Human dignity (Section 10)

This provision recognises the right of people to be treated with respect and ~
This is an inherent right; thus a person does not have to do anything to desemt
right (Oosthuizen 2004: 18). This right would, for example, be infringedifan edtli
administered corporal punishment.
Classroom managers should in all their dealings with learners ke~p the 11
ers' right to human dignity in mind. Actions that would constitute an
of a learner's dignity would include actions such as labelling learners (e.g.agailN
terer, Miss Chatterbox), using the rest of the learners to fonn a ~ont and~
specific learner (e.g. reading a letter from a learner's mother to the c ~~I
menting on all the undeserved problems the learner caused for yo~ by rung ontr•
mother like a real mommy's boy), or isolating a learner (e.g. repnm~assifat
specific learner when a whole class is noisy asking the view of the c ed donH
ic learner has transgressed a rule such as '"Peter is really ill-manner ' .
think?"). ' t of EdU~
A case m. Pomt. is the arbitration case Ms N Maritz and De~artrnen
tion AwardS)«",
Gauteng PSES 272 -12/13 GP 27 September 2013 (ELRC Arbitr\f we En1P1;1i'I
the educator was dismissed for contravening Section 18(l)(q). hair up an1)111'
of Educators Act. She repeatedly asked two learners to tie ~elf•'"e schoOI ..i
they _ignored
. her she told them they were not worthy of we anng
the other
Ll' gir• IresJ
Je~'"
and mstructed th them to take off their uniforms in front of had JesSl!J'fle~1
96 Confirming e dismissal the arbitrator stated that the educa_t~:ted we Je cJ8,1i 1
alternative Punishment options available to her. She had hun;:f girls i.11 t;11eciJ~ 1o'
failed to act in their best interests. The fact that there were o :er previous
th
at she was frustrated because the learners did not adhere to
up their hair were irrelevant.
CHAPTER 10: CONSTITUTIONAL p
ROVISIONS REGULATING CLASSROOM MANAGEMENT
. freedom and security of the person (Section 12)

10,1,3
. is another ve~ important right that educators, as classroom managers, need to
5
1111 . to consideration.
(3ke lil le in the school context Punishm t
for examP .' '. en may not be unreasonable, cruel or
,i:.,d Pumshment would be considered unreasonable
degrauu-o· . , crueI or d egrad"mg if
. were excessive and negligently administered
' ~t resulted in physical or psychological ir\jury
I It . 4-l-,
·t were not in proport10n to w.1e offence
,1 uffi"
, there were not s c1ent causes 1.or punishment
, it were inappropriate for a learner of that age (Squelch 1997b: 4).
10.1.4 Privacy (Section 14)

Government Notice 776 of 1998 (RSA, Department of Education 1998a: Par. 3.8)
recognises that searches and seizures at school may, in some cases, be unavoidable.
This will be the case when there is reason to believe that there are drugs, dangerous
weapons, stolen property or pornographic material on the school premises, or that
some of the learners have drugs, dangerous weapons, stolen property or pornograph-
ic material in their possession. The principal must take precautions to ensure that
such a search and/or seizure would be reasonable and justifiable.
Classroom managers should make sure of the provisions on searching learners'
cellphones in their schools' codes of conduct. The SAHRC was asked to intervene in a
case where the parent of a learner alleged that the school had violated his son's right
to privacy and in particular his right not to have his property searched and not to have
the privacy of his communications infringed, because his cellphone was searched
without a reasonable suspicion that it contained prohibited materials (SAHRC
2008: Par. 1.1-2.3). At that stage the school's code of conduct did not include any pro-
vision dealing with searching cell phones and it based its authority to search on the
in loco parentis principle (SAHRC 2008: Par. 1.2). In its investigation the commission
held that searching one's cell phone is similar to reading one's private documents or
listening to one's private conversations, and thus constitutes an infringement of a per-
son's "inner sanctum". The commission then determined whether it was reasonable
fo~ learners at the school to expect that their cell phones and the information con-
tained therein were their private property (SAHRC 2008: Par. 4.5). The commission
answered this question in the affirmative (SAHRC 2008: Par. 4.6). Thus, after having
concluded that the learner's right to privacy had been violated, the commission had
to_ decide whether such violation was justifiable in terms of Section 36 of the Con-
stitution. The commission declined to accept the in loco parentis principle as "law
of genera1 application" because its scope is so broad and because the school's code
0
:~ nduct did not give specific content to the principle in respect of the searches of
Phones (SAHRc 2008: Par. 4.10-4.11).
lO,l,S Freedom of religion, belief and opinion (Section 15)

~~lass~oom manager should uphold all learners' rights to freedom of religion, belief 97
0
£d ~1Ilion. The National Policy on Religion and Education (RSA, Department of J_s:
'"dilcabon 2003a: Par. 14) states that public schools are obliged to promote core_values ~:§
"'' that their policy on religion must be consistent with val ues sueh as eqmty, to1- @
PART 8 : MANAGING CLASSROOMS LEGALLY
erance, multilingualism, openness, accountability and social h ono11r

manager should therefore . 'Ine
• promote respect for religious traditions \
• advance respect for religious diversity
• promote interreligious to~erance . .
• not indoctrinate learners mto any particular belief or religion
• promote a system of ~ccountability by recognising and
values and ethical comnutments adhering to
• honour the religious backgrounds of learners
• not allow the belittling of any religion or secular world view.
10.1.6 Freedom of expression (Section 16)

Section 16(1) sta~sththatfrevdecyonte has ~e ri~t to ~eedom of eXpresmo~ ~
includes, inter al,ia, e ee om . o receive or rmpart information or ideas,~
dom of artistic creativity, acadermc freedom and freedom of scientific feSeillrJi:
cators and learners do not give up this right when they enter school. Theyare llii
to hold diverse opinions. It should be remembered that Section 16(1) proted!I
expression and not only free speech. According to Currie and De Waa! (20Ia!
"expression" protected by the Constitution includes "every act by whicha JII
attempts to express some emotion, belief or grievance". This is why, in many1J
the right to freedom of expression is linked to the right to freedom ofbelief,Jef
and opinion, the right to language and culture, or the right to belong to cultun(1
gious or linguistic communities. "Expressions" that propagate war, incite lil!
or advocate hatred based on race, ethnicity, gender or religion, and that cooil
incitement
16(2)(c)).
to cause harm, are expressly excluded from protection. (RSA 1~
This right, as all other rights, is not absolute. According to the 0-'~ines/::
erning bodies (RSA, Department of Education 1998a: Par. 4.5.1), this right~
ited if expression "leads to a material and substantial disruption in school 0
activities or the rights of others". ainSt blad k(
The SAHRc found that an educator's offensive remarks made f EquaW'
ers constitute racism and hate speech as defined in the Promotion artJieid 1 °
Prevention t of Unfair Discrimination Act. This educator displayed an %nate ~
and a POS er depicting black people as having monkey-like noses :dt! 100k ill10;
H~ Walked around in the class with a mirror asking black le'.1111 elf that thfY
rmrror and tell him what they saw, and then commented hiffiS .
baboon. The COlllmission found as follows (SAHRC 2013): th thf r,I
• "Mr M. ac KaY's act of hate speech constitutes clear vio · 1ation of bo ,
equality and the right to human dignity of the learners." . JlllleI1 ()Isl~
1
• "Mr Mac KaY's conduct of exposing learners to a Iearrun · g enVlf 0 ,,~ddiSP ,
jnclUUl'"' 'rt
0harmful
f as
such corporai Punishment and harmful behavio~ f both we~
. t lffiagery
. · lattonexceedS
o we
raci~ and the old South African flag, is a vio
~ducation and the rights of the child. Such display therefore
nghtful free expression and borders on racism."
CHAPTER l 0 : CONSTITUTIONAL PROVISIONS REGULATING CLASSROOM MANAGEMENT
Children (Section 28)

10,1, 7
:ts
ange of children's rights set out in Section 28 provides additional protection for
fli_e;en. Children are _persor_is under the ~ge of 18 (RSA 1996a: S 28(3)). Children's
guaranteed in ~1s Section and especially those most relevant to classroom edu-
rs are the following:
~arners' right ~o a~propriate ~terna~v~ care when removed from the family
vrronment. It IS evident that this provis10n has implications for classroom man-
en . th . .
agers because learners are m err care m the classroom.
• 1,earners' right to be protected from maltreatment, neglect, abuse or degradation.
The implications for discipline and punishment are obvious. Neither discipline nor
puniShment may constitute maltreatment, be abusive or degrading. Educators who
expect learners to do them sexual favours in exchange for a pass mark are infrin-
ging on children's rights contained in Section 28, but specifically this provision.
, Learners' right to not be asked or permitted to perform work or to provide ser-
vices that are inappropriate to a person of the child's age or that will place the
child's well-being, education, physical or mental health or spiritual, moral or social
development at risk.
This Section further requires that the child's best interest must be paramount in every
matter concerning the child.
What does this mean for classroom educators? It means that everything classroom
educators do in the classroom must be done in the best interest of children in general,
the best interest of the specific class they are teaching, and in the best interest of each
individual learner. This means that when an educator has to make a decision on how
to discipline a learner, the educator will have to choose the disciplinary measure that
will best serve the child's best interest. Say the educator considers sending a learner
out of the classroom because his homework is not done, the educator will have to
consider the impact that such a decision will have on the child's right to education
and whether that will be in the child's best interest.
In the educational context, the application of the "best interests of a child" stan-
dard may require the educator to balance individual rights against group rights or
even institutional rights or interests. For example, a learner is constantly disrupting
~aching and was disciplined several times already. It may not be in the learner's best
mterest to be suspended but it may be in the best interest of the rest of the learn-
~- In Western, Cape Minister of Education and Others v Governing Body of Mik:ro
mary School (2005) ZASCA 66 (at para 51), Thring J. held that in the long term,
~holding legality would be in the best interests of the children because legality is
:~ to an orderly society. Similarly, one can argue that upholding classroom and
le 0 ~ 1 rules may be vital for a disciplined classroom where effective teaching and
be~g can take place. The court further held the educational needs of all learners to
IS ( Important factor in determining the best interests of learners under the age of
at Paras 48-49).
10,1 8 Ed 99
· ucatlon (Section 29)
: ~ . o f Section 7(2) of the Constitution, you have the duty to "respect, protect
illld learners' right to education. Keep in mind that schools are organs of state
u
ii
You are functionaries of those organs of state; as such you are also bound by @
PAR T B : MANAGING CLASSROOMS LEGALLY
the positive duty to provide effective education. However, You a.Is

and "protect" that right which implies also a negative duty. Katanno shollld ,
former Special Rapporteur of the Commiss~on on Human Rights on~:;~\
cation, developed a framework for analysmg state members' Perfo ni~~\
classroom managers to guide and analyse their 0 _wn compliance ~:d

realising the right to education. This framework can also be adapt dllnance ~~
he
to provide quality education. The framework _c_ons ists of four interrel the
namely availability, accessibility, acceptability and adaptability
1999: Par. 7).
~9·
• The availability principle deals with whether there are enough "fun .
cational institutions and programmes" (United Nations 1999: Par.
1
:~1
a school to be functional it requires trained, professional and comnu 2Xa)) j
tors. Even if there are enough classrooms, t~ilets, stationery and textboo~
learners are present, no teaching and learnmg can take place if the edu illl1
not also present and prepared. Cl3:'sroo~ educators are essential t.o, ~ •
major role to play in making education available.
• The accessibility principle requires tl_lat "edu~ati?n~ ~tit,!1tions and pr~
have to be accessible to everyone, without discnmmation (United Nation,
11
Par. 13(2)(b)). A classroom educator that discriminates against a learner ~
the accessibility of education to that learner. To make education acces&bk~
should use disciplinary measures that will not negatively affect your relatiollli
with your learners. You should create a safe space for the learners to be
• The acceptability principle deals with the acceptability of "the fonn and II
in•
stance of education, including curricula and teaching methods" (United NJ
1999: Par. 13(2)(c)). This principle deals with the extent to which whatyooi
in your classroom contributes to the aim of education which is, for me, to !I
cate children to reach their full potential and become contributing citizens. ~
teaching methods are you using? Do these methods make it possible for leailft!
to understand the work and to internalise it? Are you one of those educatorsl'I
sits behind the desk and reads from the textbook? Or are you one ofthose ei!J'I
tors who favours "self-study" and regards your part in education to give lea!¢
instructions on which pages they should study?
• The adaptability principle requires that education "be flexible so it can::, 1
the needs of changing societies and communities and respond to th~ neelggiJ: 11
dents within their diverse social and cultural settings" (United _N~:~o pront'
13(2)(d)). For classroom educators, this translates into the obligati
tolerance for diversity.
10.1.9 Just administrative action (Section 33) . we St1i

. . . in w111cll
The Bill of Rights contains guarantees with regard to the way . 131
100 administration will deal with individuals. . - tion tll3t ~
In terms of this Section, everyone has the right to administrative ac been ad"
ful, reasonable and procedurally fair, and everyone whose rights ~av~ reaso!lS·
i. affected by such administrative action has the right to be given wntte
@
CHAPTER 11 : EDUCATION LAW PROVISIONS REGULATING CLASSROOM ADMINISTRATION
Jassroom context, administrative action includes daily acts (func-

1n the rformed
c by educators d unng. t h e course of managing the classroom.
,ioJlS) pe pie disciplining a learner who neglected to do his or her homework
1or e::ini~trative ac~ion and. as such it may not infringe the learner's right to
s an administrative act1~~- It IS ~~solu~ely es~ential that classroom managers

ust what constitutes Just administrative action". For example, if a learner's
(llOW ork has not been completed, would it be a just admimstrative action to give
1ornew er detention wit · h out g1vrng
· · h"Im or h er a chance to explain and perhaps to
;1ieeI arn
,U1dertake to complete it before a certain date?
.1.10 Limitation of rights (Section 36)

10
fhe above sections from the Bill of Rights contain examples of rights and freedoms
;hat are protected and guaranteed to every citizen of the country, including children.
:;1assroom managers have a legal duty to uphold these rights in the school context
md if they do not, they could face legal action. However, it is also important to
remember that rights are not absolute and do not apply absolutely (i.e. without quali-
fication or limitation). Under Section 36 of the Constitution, rights may be limited by
law, provided that the reasons for imposing a limitation are reasonable, justifiable and
11ecessary. Principals and educators are therefore permitted to place a restriction on
learners' rights while the learners are at school, provided this restriction is for sound
reasons.
CHAPTER 11
Education law provisions regulating

classroom administration
S.A. Coetzee
11. 1 L
EGAL REQUIREMENTS FOR VALID (JUST)
4 DMINISTRATIVE ACTION
11,l.1 Co 1· .
l'h ns 1tut1onal requirements
e Consti .
Df every tu~i~n sets the standard for all admimstrative conduct and for the actions
. Let Usa.dmuustrator or admimstrative institution ( organ of state) in South Africa.
tive actio:ke a closer look at these constitutional requirements for just administra-
• l-0, • In order to be
'f,i_'UJJut, the a t· .
•11ese ion must comply with all the requirements or prescnpts of the law. 101
the Pr!res:npts are found in the Constitution, the relevant legislation (including
evarit tomotion of Admimstrative Justice Act and the empowering provisions rel-
law. You, the classroom manager), case Jaw (decisions of courts) and common
u
c:.S
~<
@
• reasonable, the action ~ust have_~ reasonable effect or re~ult. This means
r
discretion (a discretion is the ability to c~oose between ~erent Options~!
by law) exercised by the person in authonty and the de~1s1on taken by hbnj
must be correct, and also based on objective facts and circumstances.
• procedurally fair, the correct procedure must be followed by ~e Person in
ity in taking a decision. This, in turn, means. ~at the subor~ate Party lll1lt
given the opportunity to defend his or her position or p_resent or her side \
J
story before any decision is taken, and that the P~1:3on authonty must act.~,
ti.ally (i.e. not be biased or prejudicial) in exe_rc1~rng his _or her power. Th:
requirement encompasses the rule~ ofnatural~ustice (Srm~ 2~13: 243):
When a decision has been taken which results rn someone s nghts bemg
affected (e.g. in the scenario when GG's cellphone was confiscated), writtenTea!l
for the decision have to be given (S 33(2)). Rights will be adversely affected whent
individual is harmed or negatively affected by a decision. In Moletsane v ThePJna
of the Free State 1995 9 BCLR 1285 (0), the court investigated the elements oli
hearing (the rules of natural justice) and the furnishing of written reasons for a&!
sion - the latter being the core issue in this case. The court held that reasons slo
be rational and suitable which means, for example, that the reasons must bejwlii
and not arbitrary. A government official must be able to explain and tojustifylmt
her decision through the reasons that were given. Moletsane questioned the rem
furnished by the HOD for his suspension and the Court (at paras 1285 B-C) !aiddol
the following general rule for the level of detail required in the furnishing of rea.lOIS
[A] correlation between the action taken and the reasons furnished: thelllll
drastic the action taken, the more detailed the reasons which are
should be. The degree of seriousness of the administrative act should thereftl
determine the particularity of the reasons furnished.
11.1.2 Com_m_on la_w requirements for procedurally fair

adm1mstrat1ve action
Th .
e co~~n law requirements for procedural fairness are contained in the
natural Justice and are based on the follo'""~g
.. u,
tw o prrncip
· · 1es:
1. The audi alteram partem principle (to he th th •d ) w
. ar e o er si e • 011•
2. The nemo iudex in su~ ca~a principle (no one may be the judge in !US
own case - the rule agamst bias or Partiality)
The audi alteram partem principle involves th " • ~

eJ.o11owrng: oll'1
• person ~ust be given an opportunity to be heard on the matter (i.e. an oPP
1ty to put his or her case).
• Such a person must be informed about th . . ,o(i
~;n.,t hiJll or__11er•
1 1 h . e considerations ago.u..... be i.Jv ,;i
examp e, a e~er w 1s accused or suspected of misbehaviour must fefld 1~
102 of the accusations agamst him or her and b . rtunity to de
self or herself. e given an oppo
• Reasons must be given by the administrator " . . taJ<en.

J.Of any dec1S1ons
CHAPTER 12 : EDUCTION LAW PROVISIONS REGULAT I NG LEARNER DISCIPLINE
0
iudeX in sua causa prlnciple involves the following: The administrative
'fl1~:st be unpartial and free from bias. For ~xample, if a governing body suspends
bO r and the learner lodges an appeal agamst the decision the governing body
ot hear the appe al · A separat e, m
a lea.me . dependent body (in the case
' of the suspension
111aY narner the HOD) should hear the appeal.
of ale '
CHAPTER 12

, learner discipline
S.A. Coefzee
12.1 CLASSROOM MANAGEMENT AND DISCIPLINE

Although the law has always recognised the right of the principal and educator to
discipline learners, educators have to balance the need for a safe, orderly environ-
ment against the rights of learners to be free of unfair disciplinary practices. In terms
of the Schools Act (RSA 1996b: S 8(2)), a school's code of conduct must aim at estab-
lishing a disciplined and purposeful school environment, dedicated to the improve-
ment and maintenance of the quality of the learning process. Similarly, the classroom
educator has the obligation to establish a disciplined and purposeful classroom that
will facilitate constructive teaching and learning.
The Guidelines for the consideration of governing bodies in adopting a code of
c:1uct for learners (RSA, Department of Education 1998a: Par. 7) deal with disci-
P e and set out the following requirements:
• The emphasis must be on teaching and leading learners to self-discipline.
1
• The disciplinary process must be expeditious, fair, just, corrective, consistent and
educative.
• :11ere possible parents should be involved in the correction of learners'
ehaViour '
• Learners ·h
• Ci s ould be protected against abuse.
th assroom managers may restrain a learner ( e.g. control the actions of a learner
' I at Would harm others or himself or herself or that may violate the rights of other
earne '
• 'I'he rs or the educator).
• £ct authority to discipline learners may not be delegated to fellow learners.
• S ~cators have full authority and responsibility to correct learners' behaviour.
enoUs .
• Corr misconduct must be referred to the principal. 103
ecr1ona1 measures or disciplinary actions must be commensurate with the
0~
• A.•tence.
consu1tative
learn · process is recommended which may mclu · d e consultat·ion WI"th th e u
c:.S
~i
treat.'.:.r, his or her parents/guardians 0 / referral to education support services for @
~11ent. '
12.2 RESPONSIBILITIES OF CLASSROOM MANA.GERs

Educators have mandate~ t_o ?bserve and promote learners• right.g
a positive approach to discipline, and these mandates are interr ¾d to,...
relatedness was emph asISe
. d.m A n t onie
· v Governing· B ody, Sett1,er eated
If:"
1 · '''II!
(4) SA 739 (C) (at par~ 14!' The c~urt, referring to the Guidelines8for
tion of governing bodies in adopting a code of conduct for learners st~•-~
;~Sc~~
l'I.,"-'~
[T]he focus in the schedule is on positive discipline (Par 1.4 and, 1.«>ted:
)
must be done within the context of the democratic values of hun:d·:·l 6
equality and freedom, as enshrined in the Bill of Rights.
As o,gans of state, schools are bound by international law to promote h-'11

Since educators fulfil their functions in the name of the school, they are boU!Mli
the Constitution in terms of Section 7(2) to "respect, promote and fulfil the ~
in the Bill of Rights" (Coetzee & Mienie 2013: 87-90). This mandate is also S!.1tedi
the South African Council of Educators' Code of Professional Ethics (2013), wtm
requires educators to: "acknowledge, uphold and promote" basic human rights (illl
2.3); respect "the dignity, beliefs and constitutional rights of learners" (item 3.11,111
"enable learners to develop a set of values consistent with the fundamenral •
contained in the Constitution" (item 3.3).
Positive discipline is mandated by the Guidelines for the consideration ofv,
erning bodies in adopting a code of oonduct for !earners (RSA, Dep"""':" : ~
cation 1998a, Par. 1.4, 1.6) which provide that the main focus of school;',:,
conduct "must be positive discipline" and that the "purpose of a code of con~rni~
promote positive discipline". The Alternatives to corporal punishment: a fEffil"
experience (hereafter Alternatives to corporal, punishment) (Department OtiVe~
tion 2000: Preface) also requires that discipline must be positive and constru~
should be based on consensus among educators, learners and all who are
with schooling. . a p()ll~t
Coetzee and Mienie (2013, 93) contend that educators can, by adop:..il'
discipline approach, also fulfil their mandate to promote and observe. school ~
Thls is possibw becauae est.ablishing a positive discipline approach,;;13. 2')
classroom reqwres a firm human rights value base (Du Preez & Roux tial,
The process of establishing positive discipline consists of four essen
ed steps (UNESCO 2006: 6-7):
in,
• Distinguish between discipline and Punishment.
• Focus on relationships.
• Create a pos1t1ve
• • and supportive learning environment. . behavi·otJl'·
• Obtain knowledge of, and apply constructive ways to respond to, nus ,,f
E
The Department
active . (2000: 12) suggests that educators shoUId adoP
of ducation
approach by
• preparing for lessons
• exercising self-discipline
104 • having extension work available
Ii • ensuring that teaching and learning take Place consistently
i~ • ensuring that learners are Stimulated
• making space for time-out or a conflict-resolution comer
12
CHAPTER : EDUCTION LAW PROVISIONS REGULATING LEARNER DISCIPLINE
ing learners
• ositive relationships with learners.
, buildmg P
uired of every classroom manager to adopt classroom rules The concept
It is reqm rules can be defined as rules that regulate the relationshi~ between the
c1assroo and learners in the classroom, (other) classroom interactions as well as
ctucator (RSA D artm '
\issroommanageme~t . , ep ent_ofEd~cation 1998a: Par. 5.1).
c In terms of the Guidelines for the consideration of governing bodies in adO'J)ting
code of conduct for learners (RSA, Department of Education 1998a: Par. 5.1):
: Learners must be involved in the formulation of classroom rules and must conform
to such rules.
, Classroom rules must be consistent with the school's code of conduct.
, Classroom rules must be clear and understandable and must make provision for
fair warning.
, Classroom rules should be posted in the classroom.
, The consequence(s) of breaking a specific rule should be indicated in the class-
room rules.
, Punishment must fit the offence and must be graded to make provision for repeat-
ed offences.
• Learners are expected to lmow and obey classroom rules. Ignorance of these rules
is not an acceptable excuse.
In addition, classroom rules should meet various legal requirements:

• Constitutional requirements must be taken into account. Classroom managers
must consider learners' rights.
• Statutory requirements must be taken into account. For example, classroom rules
cannot provide for corporal punishment as a form of punishment, because cor-
poral punishment is prohibited by the Schools Act.
• Common law requirements must be taken into account. For example, classroom
rules must provide for due process (the rules of natural justice).
• R~es must be drafted by authorised persons - that is, the educator, in consultation
With the learners.
• Classroom rules must not conflict with school policy.
• EXisting rules must be taken into account before new rules are made.
• ~e- ~ouncement of rules is important. All rules should be announced at the
~ g of the year and when necessary thereafter.
• RU!
re~s should be in writing and given verbally to young learners who cannot yet
th elearn
· RUies should always be discussed when they are announced to ensure that
, R ers understand them.
• RUies should be applied consistently in an unprejudiced and fair manner.
th.!e~eshouid be stated positively wherever possible. For example'. ~e rule sta~ng
learn arners must not run in the classrooms can be phrased positively by saymg 105
• R ers must walk in classrooms.
Ules sh Ul
o d not prescribe the impossible (e.g. learners may not
talk . l )
m c ass . u
C :i:i
~,t
@
NG CLASSROOMS LEGALLY
PART B: MANAGI
• The power to make rules must not be e:xercis d .

. . einan
A decision for w hih
c no reason 1s given Would be . atbitra ....
• Rules must not infli . . t·
ct an 11\JUS ice. ~.r. ~:1 or ab8ut
arb1tra....
Joubert (2009: 512- 514) lists categories of rules th t \

codes of conduct. Some of these categories are equ~shouict be incJ
ed for classroom rules: Y relevant to ~ded
• Rules relating to learner behaviour. These rules h d can~~
hil .
behaviour for learners w e m your classroom. s OUld indi cate the ·1
• Rules on school work Rules in this regard could includ

ment to the~ schoolwork ( e.g. not wasting time or di~~ 0 n learners•
the completion of homework, and rules on learner respo .b. ?.teaching)
· d part o f a class.
was absent or had m1sse nsi llities lll
· case,a~
1iJ1i
• Rules relating to protection and care of classroom prop rty

should pro~de for rule~ reg~at~g the use ?f classroom ~~!assroom
and darnagmg, destruction, dirtying or defacing of classroom P · The !!J&i
.
made purushable offences. Learners can be held liable for repair co ts 8 lli.i
for example, write or engrave their initials on their desks or the classs shou1i~
room ll&'!
• Rules regarding safety. Classroom rules should include rules on conductthai
endanger their own or others' safety. '
• Rules relating to orderliness. These rules should include rules on enteringandli
ing the classroom, handing out and collecting scripts, group work, askingqulllil
during the lesson and requesting pennission to leave the classroom.
• Rules relating to punctuality and class attendance. Educators should brqi
Policy on learner attendance to learners' attention and ensure that effect~ ji
to this policy in the classroom rules. fu terms of paragraph 12 of the Polit!'
learner attendance, learners will be regarded as absent if they 3:1"e not ~
class or not participating in a school activity when the register JS mardk catll'l
. . a penod
room educators have the duty to mamtain . regis
. t er,_ andifthee u
alid re8S(JIII
reason to believe that a learner is absent from a period Witt:1°u\;e is not ad
educator must report such absence to the school office. Being tifthe !la"
~easo~ for absence; a classroom educator can. mark Iea.mer absen (RSA. rw1
. marked j,<}"
is not m the classroom at the time that the penod register 18

ment of Basic Education 2010a: Par. 12, 13, 34, 35). ·a1 for iJLlii'
• R . are essenti
. ules on classroom environment. Rules on cle~ess ool. Ruies_onProni¢i
m learners sense of pride in and respec~ ~or the~ sch not wasun,g Pd311 pi¢1
a green environment such as using electnc1ty sparingly, ting paper a.I1
example, by writing on one side of a page only) or not was
making "pea-shooters", are necessary.
12 3
· SCOPE OF DISCIPLINARY POWER vii
woritY 0
106
ff . linary s with au ower o~I
t! iscip Power is vested in parents and other person with the_ PJille oO c#'
~l
".0
dren, such as Principals and educators The person vested diSc1P iJS edv
~c gate the exercise of discipline and has the discretion to :irllP:~r status t
@
Educators have original disciplinary power by virtue of
CHAPTER 12 : EDUCTION LAW PROVISIONS REGULATING LEARNER DISCIPLINE
. powers are mainly derived from common law and especially from the
. 1·PanarY
p1sc • · 1e. Legis
arentis pnnc1p ·1t·
a 10n h as, however, increasingly made provision for
i1i l~co:arY powers. For exampl~, the ~ducation Policy Act (RSA 1996c: S 3(4)(n))
disc1P1 the minister to determme pohcy for control and discipline of learners. It is
eJllPowers · may not all 0 ~ c~rporal punishment
that this pohcy · or psychological or physic-
stated The public document, Guidelines for the consideration of governing bodies
al ab;e~ing a code of conduct for learners (RSA, Department of Education 1998a: Par.
iii aal p mentions educators' disciplinary powers.
so translated, the expression
7·5)J,iterallY . ~n. lo co parentis means "in the place of the par-
• In terms of common law, guardians, educators and those running school hos-
e~t have authority over children in schools and hostels who are participating in offi-
school activities. The in loco parentis principle does not imply that the parent is
;ks,
CI placed _ the parent merely delegates his or her parental authority to educators. The
rights and duties that parents delegate to educators, in other words what one
could refer to as educators' "delegated authority", must be consistent with the overall
aim of education. This delegated authority must also promote the welfare and aims
of the relevant institution. The educator acts in the place of the parent and is respon-
sible for disciplining children.
The powers of parents and educators to discipline and punish children are, how-
ever, restricted by law. If educators exceed their disciplinary powers, they may
obviously be liable for damages and may be prosecuted. The limitations and scope of
their disciplinary powers are defined by legislation and have been defined in a number
of court decisions, such as Christian Education SA v Minister of Education of the
Government of the RSA 2000 (10) BCLR 1051(CC).
What steps can be taken against classroom managers who exceed their disciplin-
ary authority?
It has already been noted that any punishment inflicted must be reasonable. If edu-
cators exceed their powers and contravene the law, they may be charged with assault,
and disciplinary action may be taken against them.
. According to private law, an educator may be held liable for compensation if a child
IS Punished contrary to the rules and regulations, or if the punishment is unreasonable.
In_ tenns of criminal law, an educator may be charged with assault with intent to do
grievous bodily harm and/or with child abuse. Educators in the employ of a depart-
~ent of basic education may be charged with misconduct in terms of the Employment
~A~ducators Act 76 of 1998 (RSA 1998), should they exceed their pow~r. In addition,
E may take disciplinary action against members if they are found guilty of a breach
0f
thee 0 de of Professional Ethics.
12 4
• PUNISHMENT
As stated ab ove, Purushment
, · ra1 . hm t
PUnishm as such is not forbidden. Only corpo pums en or
By no!nt that is degrading and inhuman, is prohibited. .
regulate P Y~u are familiar with the sources of education law. Which of these sources
llnishment in schools?
12,4,1 Ed 107
\'
011
ucation law sources regulatlng punishment
Si~ve already learnt a great deal about the Constitution and will have realised its
Challte:11ce _for classroom discipline and punishment. Before you continue with this
' re\rise the following Sections of the Constitution, which form the legal basis
ING CLASSROOMS LEGALLY
PART B: MANAG
of a school's discipline policy and classroom rules, and Which h

on discipline and punishment ( especially as far as corporal Pun~"e a dire
and expulsion are concerned): human dignity (S 10), freedom anct hnient,
vacy (S 14), and administrative justice (S 33). . seCUrify(S,
The second education law source regulatmg Punishment . 1
lS le
Schools Act is an example of a statute that h as SI5uu,cant illlplicar gjsJ~
· nni~ '
10
ishment may or may not be administered in schools. See, for exain llsfor ~
the Schools Act. Despite the prohibition on the use of corporal P~
(2016/2016: 28, 30-34) reports in its 2016/2016 Annual Report that the hni~
same; that there is a slight increase in the number of corporal Pl.Utism:ends-
corporal punishment is still one of the three most common offences the ent
tigate (SACE 2016/2016: 28, 30-34). Yhad ~
Care should be taken not to interpret or quote law incorrectly. It is t .
not correct to state that the Bill of Rights expressly prohibits corpor~ or ~
Corporal punishment is not even mentioned in Section 12 of the Constitu!~
12(l)(e) guarantees a person's right not to be treated or punished in a cruet &
or degrading way, and because corporal punishment is regarded as cruel and:
punishment, administering it will be regarded as a violation of this right. Section
of the Schools Act, on the other hand, expressly prohibits corporal Punishmert
person may administer corporal punishment at a school to a learner."
The third education law source regulating punishment is common Jaw. 1
mon law gives educators certain powers to discipline learners. These powers il
mainly from the fact that we regard educators as acting in loco parent-is (ie.m
place of the parent). In the absence of parents, educators assume certainriglill
responsibilities, such as supervision and discipline. All the same, educators'fll'
are not unlimited. Two important common law principles that regulate an eduri
actions are the rules of natural justice and the principles of reasonableness aoo
ness. The rules of natural justice are now embodied in Section 33 of the Constilit
The fourth education law source that regulates punishment is case law.~
provides important legal principles concerning punishment, for example wheili~
educator has acted in a fair and reasonable manner.
12.4.2 Sanctions
~ e~i
Educators use a variety of methods for dealing with learners who . dari
rul.es. H owever, 1·t 1~
· ~portant
· to ensure that punishment metho ds .are faJI' an
childfell
pnate and do not ~ g e on learners' constitutional rights. M~g corridor 1'.
on ?ne leg for long penods of time, or making them sit outside in th eal action~
therr work, would be considered unreasonable and could lead to Jeg ~ 1J
taken against the educator. Educators also need to be careful when ass ctive~'
homework as a means of punishment. Such homework should be constfll .t
it should relate to classwork. . . arY action
Classroom managers should always keep a record of disc1pltn 2003: zt,5}
108 against a learner, e.g. verbal Warnings and written warnings (Pienaa!
u Types of punishment with specific legal implications are:
• Minor sanctions
@
• Corporal punishment (now outlawed)
• Detention
CHAPTER 12 ' EDUCTION LAW PROVISIONS REGULATING LEARNER DISCIPLINE
·nor sanctions
,4.2.1 MI
2, Sl)llctions are used for so-~~ed level 1 misconduct, such as failing to be in
liJlor tiille bunking classes, failmg to complete homework failing to respond to
J~ on le ~trUctions and being dishonest (Department of Ed~cation 2000: 25).
easonab of rnmor sanctions are:
F,:1'8JUP1es
warning or written reprimand
• verbal
' I:' runanding look
I A reP ·vn
·t,hdrawal of pn eges
' Widitional, supervised schoolwork which is constructive
• M menial tasks, sueh as t·d. 1 ymg up the classroom
, Small . b f .__,,,,
?
, Referral to a seruor m~m er S•c:a.u
Demerits - losing credits which have already been gained
1
, Detention in which learners use their time constructively, but within the confines
of the classroom
12.4.2.2 Sanctions for level 2 misconduct

Level 2 misconduct would be if a learner frequently repeats the level 1 misconduct or
is guilty of level 2 misconduct, such as smoking or being in the possession of tobacco,
leaving the school without permission, using abusive language, interrupting education
in the classroom, showing disrespect for another person, engaging in minor vandal-
ism, such as graffiti, and being dishonest with more serious consequences.
The following sanctions can be used for level 2 misconduct (Department of Educa-
tion 2000: 26):
• Any of the minor sanctions listed above
• A disciplinary talk with the learner
• Talks with the learner's parents or guardians
• Written warnings
• Signing a contract with the learner, who agrees to improve
• Daily report taken by learner and signed by all educators
• Perfonning duties that improve the school environment, such as cleaning, garden-
ing or administrative tasks
12-4,2.3 Sanctions for level 3 misconduct

Level 3 misconduct would include:
: Frequently repeating level 2 misconduct
When action taken by school authorities is considered to be ineffective
• lnfli .
, G cting minor injury to another person
arn.blin
• B g
• F eing severe1Y disruptive in class
Orgin
• Disc . g _documents or signatures with minor conseq~ences
• p l1Ininatory behaviour such as using racist or seXISt language
0 ssess· . . ' . • 109
• p mg or distributing pornographic racist or seXISt matenal
0 ssessin
• Theft
• \ran_,1_,,
g dangerous weapons
'
u
!I
, C =sm 0
heatin
g during exams
G CLASSROOMS LEGALLY
PART B: MANAGIN
th hild was left stranded at school or had to walk home bee

ec auseh
missed the school bus. . . e or ~
S me of the most important factors to bear m mmd are the folio . I
0 Wing:
• The level of the misconduct
• The age of the learner
• The distance the learner has to travel home
• Availability of transport
When arranging detention, educators should give the learners and Parents .
ing _ in writing. Furthermore, details about how detention is used in asch:~
be included in the code of conduct and brochures, and made known t.o al! ~
and parents.
CHAPTER 13

learner safety
S.A.Crieb
13.1 NEGLIGENCE
1
Negligence can be defined as the "failure to exercise the necessary d_euregreeof~
toactil
the safety and wellbeing of others". It may occur as a result of a fail rnanner.
there is a duty to act, or it may occur as a result of acting in an improper
I' A classroom manager may be found guilty of negligence if he or she

• failed to provide proper supervision
• failed to aid the injured or ill
• permitted learners to play unsafe games
• failed to provide adequate instructions
• took unreasonable risks. ri
t 'f)le JI,
The test used to determine negligence is the reasonable person ;:i
~US ~iiJl~
adopted by law to establish whether a person has acted carelessly tdlf((lati
ly is the objective standard of the "reasonable person", the bonus P~ coJlce~.f
11
referred to as the diligens paterfamilias). The reasonable persond~ctill#1rt#I
ed by the law in order to have a workable, objective nonn for con ha5 a ce
112 law regards a reasonable person as being an average person ~ho Jter to~¢.~
irnum knowledge and certain mental capacities that enable hiJO_ or & pot$1 iJI~
the dangerous potential of certain actions or behaviour (Neethlill~e persoJl I''
141). A defendant is judged to have been negligent if the reasonab urtS• t!te
her position would have acted differently and if, according to the co '>--
CHAPTER l 3 : EDUCATION LAW PROVISIONS REGULATING LEARNER SAFETY
iAA of damage was reasonably foreseeable and preventable (Neethling & Potgiet-
callS 16· 138). li ts tw .
er 20 · the test for neg gence res on ° Pillars: reasonable foreseeability and rea-
'fll:i:• preventability. In Kruger v Coetzee l966 (2) SA 428 (A), Holmes J.A. stated
s0na
wat: the purpose of liability, culpa (acts of negligence) arise if-
for ,.,.,.,._ ·i· . th
a diligens pat.,,Jami ias m e position of the defendant-
(a) (i)would foresee the reasonabl~ po~ibility of his conduct iajuring another
person or property and causmg him patrimonial loss; and
(ii) would take the necessary steps to guard against such occurrence; and
(b) the defendant failed to take such steps.
are different views on whether the same standard ( e.g. that of the reasonable
There
erson) could be applie d. m . c?ns1. 'denng
. th. e conduc~ of a defendant of which a cer-
expertise or prof~ss1onalism 1s requrred. Neethhng and Potgieter (2015: 145) are
f the opinion that this cannot be the case and that the standard must be that of a
?reasonable expert". In the case of an educator, that would be the standard of a rea-
sonable educator. The reasonable expert is identical to the reasonable person in all
respects, but a reasonable measure of the relevant expertise is added. Neethling and
Potgieter (2015: 147) refer to the Van Wyk v Lewis 1924 AD 438 444 case, where it was
explained that the standard would be determined by the general level of skill and dili-
gence possessed and exercised by the branch of the profession to which the practi-
tioner belonged. Thus the standard of reasonableness expected of an educator would
be different from the standard of reasonableness expected of a principal. The South
African Supreme Court of Appeal upheld the decision of Van Wyk v Lewis in Durr v
ABSA Bank Lt,d 1997 3 SA 448 (SCA). Potgieter (2004: 855) argues, and in my opinion
rightly so, that the in loco parentis principle is partly to blame for the confusion with
regard to the standard of a "reasonable parent", which is used to determine delictual
negligence of educators. He warns that the standard of care exercised by parents over
their children is not appropriate for determining the possible negligence of educators
and that the correct standard of care is that of a "reasonable educator". Classroom
educators should keep in mind that they are not only acting in the place of the parents
but also in their own professional capacity.
Although the courts have, consistently applied the reasonable parent standard in
:e Past, it is suggested that classroom educators should rather hold themselves to
eA~dard of a reasonable, professional educator. .
1 d _PPlied to an educator charged with negligence this would mean that 1t must be
larec1ded whether 1t. was possible for the reasonable' educator to fioresee (the fl.rst Pil-
tic::hich the assessment of negligence rests) whether iI\i~ could occu_r if a par-
thin °urse of action were followed or if the educator reframed from domg some-
avoi~ The onus is on the individual ed~cator to decide what action should be taken or
dangee:!.to ensure the safety of learners in respect of known or foreseeable risks and
The second
Ventabili ·
. Pillar c·
on which the assessment of negligence rests 1.e. reasonable pre- 113
ttecess ty) lS establishing whether a reasonable educator would have taken all the
tor ha.ct.~ steps to prevent accidents or injury from occurring and whether the educa-
'Nhen d lll~eed taken such steps The factors that should be taken into consideration
u
ec1ding Whether an educ~tor has acted in accordance with the standard of the
PART B: MANAGING CLASSRO OMS LEGALLY
reasonable educator in his or her position are the followmg•·

Wh th the educator works with things that are inherently dan
I
I
I • e eraching woodwork and working wit
cator t e
. h d angerous machin gero,,.
Wh ther the educator deals with individuals who have some
ery. "", e.·.,aii
\
• e . 1onn, of .
. acity. A greater duty of care 1s also expected from an educat disabili.
mcap or teack ...,
children. •1111g, 1
• Whether there was a situation of sudden emergency. In such an inst.an
trine of "sudden emergency" will apply, which means that the law ce, Uie t
a person who has to act swiftly in a situation of imminent Peril to s~anno1
judgement as a person who is not acting in such a situation, e.g.
armed with a gun threatens another learner. a~
wh::ll e ~
• Whether the educator has relied on another person to act in a reasollable ,J
(Neethling & Potgieter 2015: 15~157). For example, an educator is asked to~00
one of the supervisors during a rugby tour. He relied on the Principal or at ill~
organisers of the tour to ensure that the buses they have organised are in~\ I
I
worthy condition. If there is then an accident due to the fact that a bus was not~
roadworthy condition, the educator may offer the defence that he had relied on~
principal and tour organisers to act in a reasonable manner. I
In conclusion, the law does not expect educators to anticipate evecy acciden~ ba1
does expect them to behave like reasonable people. It is easy to anticipat.e the pi
sible occurrence of an accident involving educators and children if a group of di
dren is badly supervised, if a minibus that transports children is not maintained,,
if dangerous equipment is not properly stored. Only in the case of a truly unexped!
event will it be possible to assert that it was not reasonable to foresee hann. To wta
extent an educator can reasonably be expected to foresee dangers and antici~.
risks will depend on the facts of the case and on the circumstances (e.g. the natureG
the school activity, the location of the school or the age of the learners). C)~
In the Minister of Education and Another v Wynkwart 2004 (3) SA 577 ( 'edl
an eight-year-old was injured when he detached himself from the class and.:COiii
climb over a locked exit gate. He fell on his head and was paralysed. The tncasione:
found in favour of Peter Wynkwart and held that the boy's injuries were oc
by_ negligence on the part of the school (educator). The MEC !11; fheco'
Primacy School appealed to the Cape of Good Hope Provincial D1VJSIO · the $1'1
quoted the requirements for liability in a case of alleged neglige~~e frO!ll teefan1I,
ger v Coetzee case. It emphasised that to determine whether a ditigens pa)lat co~
ias would take reasonable steps to guard against injury would depend on~ 1eat11~
reasonably be expected in the circumstances of the case. It held tha!
are not kept under the constant supervision of ed t rs this is not in
~::Jf
II
bre~
wnicJt
d uca o , on the ns to a flJl'_,1~
. l<S Jish
of uty or care. The degree of supervision required depends
learners are exposed. The court held that th d t did not estab ,,e11ted
e respon
whi if taken would haVe pre• •de•
by the appellants
, . . . Th to take reasonable steps h
c, en, was set !!51
boys ll\junes. e appeal succeeded and the order of the court a quo
114
CHAPTER 13 : EDUC
ATION LAW PROVISIONS REGULATING LEARNER SAFETY
,,.2 t1IV AND AIDS AND SAFE CLASSROOMS

!llV and ,AIDS will affect classroom managers one way or another.
,,.2.1 General guidelines for classroom managers

rn managers should ensure that the National policy on HIV/AIDS fior l.earn-
Cl~roo
and educators in · !11'bl.
.ic ~choOls, and student,s and educators in further
' edu-
ers. and training institutions (hereafter National policy on HIV/AIDS) (RSA,
cat~ent of Education 1999) is addressed in the classroom rules. In adherence to this
Deli~ y classroom managers should take note of the following:
pO C, • • ..
, If any information about the medical condition of a learner with HIV or AIDS has
been divulged to you, you must keep this information confidential. In terms of the
National, policy on HIV/AIDS, no learner is compelled to disclose his or her HIV or
AIDS status to the school (RSA, Department of Education 1999: Par. 6). In terms of
Section 133 of the Children's Act 38 of 2005, no person may disclose the fact that a
child is HIV positive without consent. Information on the HIV status of a child may
be made known only for specific purposes and with the consent of
_ the child, where the child is older than 12, or where the child is younger than 12,
but is sufficiently mature to understand the benefits, risks and social implica-
tions of such disclosure
- the parent or caregiver, if the child is under the age of 12 and is not of sufficient
maturity to understand the benefits, risks and social implications of such disclo-
sure
- a designated child protection organisation arranging placement of the child, if
the child is under the age of 12 and is not of sufficient maturity to understand the
benefits, risks and social implications of such disclosure
- the superintendent or person in charge of a hospital, if the child is under the age
of 12 and is not of sufficient maturity to understand the benefits, risks and social
implications of such disclosure, or if the child has no parent or caregiver and
there is no designated child protection organisation arranging placement
- :hildren's court, if consent is unreasonably withheld or the parent or caregiver
IS mcapable of giving consent.
• Ale_arner with HIV or AIDS should lead as full a life as possible and should not be
denied the opportunity to receive an education to the maximum of his or her ability.
' ~:r~k of. contracting HIV within the context of ~e~al relations is si~c~t.
are high numbers of sexually active people within the learner population m
Schools
h · Educators are not permitted to have sexual relations
· WI'th learners. If this
Aappens, the matter must be handled in terms of the Employment of Educators
ct.
• Yourna . . . l
With~ not, either directly or indirectly, discriminate unfarr~y agamst_any eru:ner
any or AIDS. Educators should be alert not to make unfair accusations agamst
le~=rs~n suspected of having HIV or AIDS. Classroom managers should treat all 115
an rs In a just and hum A lassroom manager should create a bal-
awce between the rights an~e manne~b· il':es of all parties by making all learners
are of th . respons1 I tak tb " .
llledicau . eir rights and responsibilities. Any special measures en mus e irur,
YJustifiable and taken in consultation with the learner and the parent(s). It
is logical that a classroom manager will treat a learner With HIV

from other learners, but such treatment must be fair and justifia~r A.Il)s diri
learner with HIV or AIDS may be told that he or she is too ill to taZ· For ~
activities on a certain day. However, if the classroom manager's ;/ait~~
solely on the fact that the learner has HIV or AIDS, the refusal Will c
discrimination. 1
01lstitu~~
• The classroom manager must ensure that a pair of latex or hou.s h

gloves is available in the classroom and ~ust kno~, and ~nsure thate ;Id 1ij
know, where the first-aid kits and appropnate clearung eqwpment are stoe
• The classroom rules should include provisions regarding the nn~- lei[
. .
behaviour that may create the risk of HIV trans1Il1Ss1on. These proVisions
~=ceptabii,.
h"'I
in line with the school's code of conduct (RSA, Department of Education~~
7). •if<( j
• Classroom rules should include clear and commonly understood proced~

dealing with any incident where there are open wounds, sores, breaks in thei
grazes and open skin lesions.
13.2.2 Universal infection control measures

Because of the right to privacy (and confidentiality) and the policy of n
disclosure, the only way a classroom manager can ensure adequate protection
everyone is to make certain that universal infection control measures are irn!
mented. Classrooms need to be managed in such a manner that all learners are at
of these measures/precautions and adhere to these measures. The assumption isrl
if the same precautions are applied in every situation in which there is blood, m
one will be safe from HIV and other diseases carried in blood and other bodily !IJ
(Department of Education 1998b: 9). .
The universal precautions include the following (RSA, Department of Educall
1999: Par. 7):
I
I
• It should be assumed that all persons are potentially infected and all blood,;
wounds, sores, breaks in the skin, grazes and open skin lesions, as well as
fluids, should be treated as potentially infectious.
• All open wounds, sores, breaks in the skin, grazes and open skin · 1esions sh~
ate!JI~
at all times be covered completely and securely with a non-porous or w
dressing or plaster. .
. alld notiJl
• Cleansmg and washing should always be done under running water
tamers of water. · f
in thesJdJl•JII
• All persons att~nding to blood spills, open wounds, sores, breaks rotectil'f 1
es and open skin lesions, bodily fluids and excretions, should wear p
gloves or plastic bags on the hands. tJIBI rJJl
• If a surface has been contaminated with bodily fluids and exc. retio!lS . ...J
116 be contaminated with blood that surface should be cleaned witllJs or diSP"'
and fresh , clean household bleach
' (1: 10 solution) and paper to we
cloths. . jnCfll(ll1
. .
• Blood-contaminated material should be sealed in a plastic bag and iilc
sent to an appropriate disposal firm.
ents (e.g. scisSors) become c?ntaminated with blood or other bodily flu-
, JfiJIStfUIU uld be washed and placed ma strong household bleach solution for at
, th y sho
idS, e ur before reuse.
tanhO
tell-' d syringes should not be reused, but should be safely disposed of.
'Needles an
CLASSROOMS FREE FROM SEXUAL MISCONDUCT
13•3 . conduct includes (Department of Safety and Security and Department of
sexual nusz002· Item 3.3):
cation ·
verlJal abuse (of a sexual na~e)
undressing or exposmg
'nudity' watching a nu d e c hild
, covertly
[ris.5i!lg in an intimate way
: fondling or improper touching
, sexual harassment (verbal, non-verbal or physical)
, interfering with a child in a sexual manner
, forcing a child to engage in any sexual act
, sexual intercourse with a child
, pornography (exposing a child to this and/or forcing a child to pose for porno-
graphic material).
To this list we can add

• cyber pornography such as: sexting, that is, sending nude photos of a sex-
ual nature of yourself to another person; the distribution of images of co-
learners having sex; posting fake obscene photographs of co-learners or educators;
sending malicious messages with descriptions of a sexual nature; outing, that is,
sharing a co-learner or educator's embarrassing secrets via cellphone or computer;
trickery, that is, convincing somebody to post nude photos or other information of
asexual nature (Coetzee 2013: 752-754)
' cyber-bullying of a sexual nature ( which could include forms of cyber pornog-
raphy) (Coetzee 2013: 754).
;:room managers should keep in mind that in most cases sexual misconduct con-
Codetes not only a crime, but also unprofessional behaviour in terms of the SAGE
Act~ P?'ofessional ethics, as contained in the South African Council for Educators
S!ilutio: 2000c). Education law sources that regulate sexual misconduct are the Con-
' common law and legislation.
13,3,1 The . .
An Constatutaon and sexual misconduct
v,..:educator Who c · an act that constitutes sexual nuscon
· duct infnnges
·
"''0Us fund omnuts on
' the righ arnentai rights of the learner, such as
• the Ii t to human dignity
ftoll\ :t tto freedom and security of the person (in particular the right to be free
degradin orrns of Violence), the right not to be treated in a cruel, inhumane and
gmanner
ROOMS LEGALL V
PART B: MANAGING CLASS
th 'ght to bodily and psychological integrity, Which in

• f
e nd Ontrol over,
th eir
. b o di es c1Udes the i.;
0 ' an C . • ••!ll\t
th . hildren's rights, as set out m Section 28, Which in l-01!.
• eir c d b' .... ,c1Ud i
altreated neglected, abuse or su ~ect to degradation J.\._~ the liRh
tm ho co~ts sexual misconduct also violates the le.,.:,_... u,rtherrnor t n~.
or w -uer s rioi. e, il!t '
alternative care. 611t to a11. \
<'Pt~,
I
13.3.2 Legislation regulating sexual misconduct
Sexual misconduct is regulated by the Criminal Law (Sexua1 oa
Matters) Amendment Act 32 of 2007 (RSA 2007), the Films and illld \
of 1996 (RSA 1996d), the Employment of Educators Act 76 of (Rlication ~
1998
South African Council for Educators Act 31 of 2000 (RSA 2000c) anct SA I¾\,
Act 38 of 2005 (RSA 2005). ' the C~
13.3.2.1 Criminal Law (Sexual Offences and Related Matters)

Amendment Act 32 of 2007 (as amended by the Judicial
Matters Amendment Act 66 of 2008)
The Criminal Law (Sexual Offences and Related Matters) Amendment Act 32 of~
creates the following offences relating to sexual intercourse or sexually indecentr
• Rape. The common law offence of rape is replaced by an extended Sratulh
offence of rape to include all acts of non-consensual, sexual penetrati<m oh
genital organ or the anus. In terms of common law, the term rape refersto u
having unlawful and intentional sexual intercourse with a female without herro
sent (Snyman 2008: 355). The definition of rape has therefore now been freedi
gender bias and recognises that men and boys can also be raped. Section 57
that a person under the age of 12 is incapable of consent. Thus an act ofse!I
penetration with a child under the age of 12 will always constitute rape.
• Compelled rape. Section 4 creates the new offence of compelled rape.
• Sexual assault. The Act repeals the common law offence of m . decent assault
li able'all
replaces it with a new statutory offence of sexual assault, w hi c hisappC
.. not ~
all i orms of sexual violation without consent. In terms of section 5cttutes
it JS
th
e unlawful and intentional sexual violation of another that c~nsthat we~
assault, but also the unlawful and intentional inspiring of the ~eli:Jw convif!Ct' 1
person will be sexually violated. Thus an educator who intentionot adhere 10;
th
learner at he or she will be sexually violated if he or she does n JllllUl.5 ff..~
d
e uca orst ' request (for example to buy drugs for the educator) ' scosual vi·oJaO
. J
assault even though he or she may not have touched the 1earner. epenetr9Ul)II
is also ' act which is committed when a person causerson - 0wef
5
a penetrative !111w'
I
any_ object (such as any Part of an animal, any body part of th~~~rgaJIS ort
118 gerutal organs - or bottles or sticks) into or beyond the genI :,ntal as51.1ul •
th
i
ano er person. Oral genital sexual violation also constitutes se of coJllP
ll ffence
• Compe ed sexual assault. The Act also creates the new 0
sexual assault.
CHAPTER l J : EDUCATION LAW PROVISIONS REGULATING LEARNER SAFETY
ffences for person 18 years or older. Sections 8 to 11 of the Act create

, sei11s.l t:torY offences for adults such as compelling or causing persons 18 years
JIe'vi st.a
er to Wl·tness sexual offences,
. sexual acts or self-masturba t'10n, exposure or
0
r old causing exposure or display of genital organs, anus or female breasts to
displaY 0; years or older ("flashing"), exposure or display or causing exposure or
8
persons f child pornography to persons 18 years or older, and engaging the sexual
O
diSPlaY f ersons 18 years and older.
services o p
ct creates new, expand~d and amended sexual offences against chil,dren. Edu-
nie A uid note the followmg sexual offences against children:
•ators sho
- wtofY rape ( acts of consensual sexual penetration with certain chil-
' St.a ) If an educator commits an act of sexual penetration with a child of 12 years
dren•
and older but under the age _of 16 (~us between 12 and 15 years of age), it will con-
·tute statutory rape, notwithstanding the fact that the child may have consented
to the act. Thus statutory rape will not applY m
sti . cases where the learner has con-
sented and is 16 or older. Does this mean that an educator may have a sexual rela-
tionship with such a learner? The answer is NO. The educator will still transgress
various other Acts, namely the Employment of Educators Act, the SACE Act, and
the Children's Act 38 of 2005.
, Statutory sexual assault ( acts of consensual sexual violation with certain
children). If an educator commits an act of sexual violation with a child of 12
years and older but under the age of 16 (thus between 12 and 15 years of age), it
will constitute statutory sexual assault, notwithstanding the fact that the child may
have consented to the act.
' Sexual exploitation of children. In Section 17 of the Criminal Law (Sexual
Offences and Related Matters) Amendment Act 32 of 2007, various offences of sex-
ual exploitation of children are listed.
' Sexual grooming of children. The offence of sexual grooming of children
includes
- the manufacturing, production, possession, distribution or the facilitation of
~anufacturtng, production, possession or distribution of an article that is exclu-
sively intended to facilitate the commission of a sexual act with or by a child
- the manufacturing production possession distribution or the facilitation of
IUanUfacturtng,
th · '
production, '
possession ' ·
or distribution · •
of a publication or film
b at Promotes or is intended to be used in the commission of a sexual act with or
Ya child
-:e 0
supply, exposition or display of an article that is intended to be used in the
0;~ :.an~e of a ~exual act, child pornography, p?mo~phy ?r the publica~on
that With the mtention of encouraging enabling, instructing or persuading
, arr Person t O Peuorm
..,, '
a sexual act with a child 119
a c:&ing or facilitating a meeting or communication between a third person and
act Widthby any means with the intention that such person will perform a sexual u
ca
the child ~,i!
0
ssROOMS LEGALLY
PART 8 : MANAGING CLA
. exposing or displaying an article that is intended to

- supplying, e of a sexual act, child pornography, pornography or thbe
perfonnanc .
of a film with the intention of encouragmg, ena
blin .
g, mstructing or
ell1lb
~,I
Pej
hild to perfonn a sexual act ~,
c "tting any act with or in the presence of a child or describing th
- comnu
sion of any act to or in the presence a c
f hild "th th ·
"'.1 e mtention of enen..,e~
ading the child or of reducrng any resistance or unWilJinan ~,
or persu "''ess '- I
part of the child to
_ perform a sexual act either with that person himself or herself or With a~
person
_ perform an act of self-masturbation in the presence of that person~
herself, or of a third person or both
_ be in the presence of or watch that person himself or herself (A) or alhirdp
son (C) performing a sexual act or an act of self-masturbation
- be exposed to child pornography or pornography
- be used to create, make or produce child pornography
- expose his or her body or parts of his or her body to that person m
herself (A) or to a third person (C), in a manner or in circumstancesthaln
late or offend the sexual integrity or dignity of the child
• arranging or facilitating a meeting or communication with a child by any m&
with the intention of committing a sexual act with the child.
• exposure or display of or causing exposure or display of child pornography or~
nography to children
• using children for or benefiting from child pornography

• comp~lling or causing children to witness sexual offences sexual acts or seli-UU
turbation '
• flashing Thi · 1 (!ispJ~I
. · s me udes the exposure or display of or causing expo5ure or
gerutal organs, anus or female breasts to children.
13.3.2.2 The Films a d A .
. n ubllcations Act 65 of 1996 ·cati~
Children under the e 18 d publi
Act 65 of 1996 with :: of Y~ars are also protected by the FilmS an the [)e B/1!1
v Director of Pubt. ~d to child pornography (South Africa 1996d). rs '1J.1
(3) SA 389 CW) cas:c secu~ions, Witwatersrand Local Division a the 0
th
Publications Act ' e applicant sought an order declaring S 27(1) of ce to cJf3,.11
produce, import di constitutionall
.
· . The section made it
Y mvalid. . an offenitiJIII',hefo""
ftJif
of a publication' or s~te or be in possession of child pomographY, be essioo oJilli
tutionally Valid and ~t rele~ed on bail. The court held that the
respondent to freed
th t th
s~c:~
prohibited material a d · The applicant was arrested for being in po~n waS cof~1
ri¢115 #'.
the nghts of children override the constitutlO .. ..- ejllpll ,iQ
120 . om of expr · Th cow• ,~,·
a ese nght:s are not ession and the right to privacy. e 's rig11ts,
n
ii
are paramount in any absolute and that they must yield to children
The objectives of ~att:r concemmg the child. t out iJl Soi
eetid
0 2 (RSA 1996d). 'l'he firs ~d Publications Act 65 of 1996 are 5~ prod

t obJective of this Act is to regulate the creation,
CHAPTER 13 : EDUCA
TION LAW PROVIS IONS REGULATING LEARNER SAFETY
. and distribution of certain publications d .

~~ionthe unposition of age restrictions and th8; .c~rtain films by means of clas-
siflC~uo~ mentioned that due regard should be hJ;mgthof cons~er advice. It is
~ c .,,,al exploitation or degradation in publi ti or e protection of children
....~t se.,.... .
clill .
ca ons films and th .
~:~ct
aglll'- t [ulther aiJUS at making the exploitative use of on e ~temet.
~e fllrnS or on the internet punishable. (Note that 8 2~~nthm P?mographic ~ub-
65 of 1996 was substituted by S 2 of Act 34 of 1999.) e Films and Publica-
ll ciassroorn ~anagers should take note of what would constitute child porno h
,.,hich actions would be regarded as sexual conduct and sexual . 1 grap Y
and" h • d fin d " . vio ence.
¥
Ch,ild porrwgrap IS e e as . any unage, however created, or any description
of aperson, real or s_unulated, _who IS, or who is depicted, made to appear, look like,
, represented or descnbed as bemg, under the age of 18 years, inter alia:
, beinll engaged in sexual conduct
, , participating in, or assisting another person to participate in, sexual conduct
' , shom or describing the body, or parts of the body, of such a person in a manner
or in circumstances which, within context, amounts to sexual exploitation or in
, such a manner that it is capable of being used for the purposes of sexual exploita-
tion". (Definition inserted by S l(a) of Act 34 of 1999 and amended by S l(a) of Act
18of2004 and again by S (l)(c) of Act 3 of2009.)
• According to the definition inserted by Section l(f) of Act 18 of 2004 (RSA 1996d, S 1),
sexual conduct includes
• "male genitals in a state of arousal or stimulation
• the undue display of genitals or of the anal region
• masturbation
• bestiality
• sexual intercourse, whether real or simulated, including anal sexual intercourse
• sexual contact involving the direct or indirect fondling or touching of the intimate
Parts of a body, including the breasts, with or without any object
• the penetration of a vagina or anus with any object
, • oral genital contact
• oral anal contact".
When sexual violence is accompanied by "either force or coercion, ac~al or"threaalt-
ened • • • tim" it will constitute sexu
, ' Or ... mduces fear or psychological trauma m a VIC 1996
Violence" (definition inserted by S l(q) of Act 3 of2009 (RSA d, S l)).
13'3•2·3 The Employment of Educators Act 76 of 1998

In t:errns A t (RSA 1998) an educator
lll1Jst ~f Section 17 of the Employment of Educators c '
, be dismissed if he or she is found guilty of
collUni.tting a sexual assault on a learner
• haVin school where he or she is
th 121
etn g a sexual relationship with a learner of e
PI0 Yed.
ere have a sexual relationship
lj
:h
With a ates the impression that an educator rnaY be kept in rnind that the @
I
Ctirninatarner from another school. It should, hOW:~ndment Act 32 of 2007 still
Law (Sexual Offences and Related Matters)
GING CLASSROOMS LEGALL y
PART B: MAN A
lies and furthermore, such an educator may be found ann1-..

'
conduct. llttDr \
01
13_3_2_4 The south African Council for Educators Act 3 l of
Although it may seem that the Employment of Educators Act does not 2000
al relationship between an educator and a learner from another s h Prohibit
~ept in mind that the Sexual Offences Act still applies and if the 001, it sh11~,
. t es statutory rape. F'earner
than 16, having sex with such a 1~arner const 1tu urthe ISy<iaj
. ."'I
an educator is guilty of unprofessional conduct. nttore,J
Paragraph 3 of the SAGE Code of professional ethics, as an addendum
African Council for Educators Act (RSA 2000c), provides that an educat tothe&,
I
alia, ~, ir·I
orm11'"
• respect the dignity of learners
• avoid any form of humiliation
• refrain from any form of abuse (physical or psychological)
• refrain from improper physical contact with learners
• refrain from any form of sexual harassment (physical or otherwise) of learnel!
• refrain from any form of sexual relationship with learners at a school.
The name of an educator who has breached the Code of professional ethics mar
removed from the register (RSA 2000c: S 23).
13.3.2.5 The Children's Act 38 of 2005

Classroom managers should note that in terms of the Children's Act, sexual ~
includes sexually molesting or assaulting a child, or allowing a. child to be::iestil
or assaulted. Thus an educator who is aware that a colleague IS sexually al ab~
or assaulting a child and who does not report this can be charged with sexu used~
Sexual abuse also includes encouramng inducing' or forcing a child to be fflr#,
.
the sexual gratification. o~• '
of another person using a child for or delibera. tely e,.r
loi~
'
a child to .sexual activities or pornography, or using a child for sexu~ ~io

perfOII
Commercial, sexual exploitation is defined as the "procurement of a c~ rpotn0
sexual activities for financial or other award including acts of proStltutiODhared 0
1111
is
raphy, irrespective of whether the reward cl""•n-oed by payable to or rson•(¢ 8
the procurer, the child, the parent or caregiver of~··the child' or 8:11Y 0
2005: S 1). · rtse~
Th Chilctr ' rs to reP 0 011~
e en s Act 38 of 2005 places a statutory duty on educato ) "W"h0 .·,
abuse of chilctr s • d thers , - hl'SI
abl en. ection 110(1) provides that an educator (an ° aus~l"~ t
son e grounds concludes that a child has been abused in a manner cnclusi00dpB
injury,. seXUally abused or deliberately neglected must report that co viJlcigJ ~/
prescnbed fonn to d . . ' . the pr0 (l) !Ill
f ial a es1gnated child protection organisatiOn, n 306 ~Je
m~nt o ~or: development or a police official". According to Se~~~ual iS UodeJl'
failure _Port the suspected abuse is an offence and the indi'Vl S~sl rJittl
122 fine and/ord~Prisonrnent. Note that Section 54 of the Sexual LaW ( JudiciiJ!!S J<l1o
and Relate atters) Amendment Act 32 of 2007 (as amended bY we wll0 llell J0' 0
Amendment!ct 66 of 2008) also places an obligation on anY pers~:port stl11e of'
ledge that a . XUal offence has been committed against a child to ffe!lce,
ledge
immediately to th .
e Pohce. If such a person fails to report
we o
offence. .
A,iltY of 8,1l rovides that the followmg should be recorded in Part A of the Nation-
pS...-eJ\ct ais0 Register (RSA 2005: S 114):
'fll protecoon
cttild of abuse or deliberate neglect of a child made to the Director-
Ail reports
' i,eneral . .ons of all persons on charges involving the abuse or deliberate neglect
Ail conVICtl
1
ofa~d by a children's court that a child is in need of care and protection

, ,IJl firu:lingfsabuse or deliberate neglect of the child
!)eC3USe o
of the Register, all persons who are unsuitable to work with children should
8
In ~ (RSA 2005: S 118). A person can be found to be unsuitable to work with chil-
be children's court, any other court or any forum established or recognised by
. anY disciplinary proceedings concerung
(!rellbya . t h e conduct of that person relating to
~:(RSA2005: S 120(1)). Thus the SACE can find an educator unsuitable to work
a.th children. A person must, inter alia, be found unsuitable to work with children
onvicted of rape or indecent assault (RSA 2005: S 120(4)). If a person's name is
Wlif
C • h
included in Part B of the register, sue a person may not work in or have access to
children at a school (RSA 2005: S 123(1)(b)). A person whose name is entered in Part
Bof the Register and who works with or has access to children in a school ( either as
anemployee or as a volunteer), must disclose that fact to the principal and School
Governing Body (RSA 2005: S 124).
13.3.3 The classroom manager's duty to abused learners

The intergovernmental resource document Signposts for safe sclwol,s (Department of
Safety and Security and Department of Education 2002: Item 3.4) stipulates that edu-
cators need to be able to look for the signs that a learner is being abused. The docu-
~ent lists the following signs which, together with a change in the learner's behav-
iour, may indicate that the learner is a victim of sexual abuse:
1
Unusual knowledge and/or curiosity about sex
I Se
XUal acting out or masturbation
I \V'th
I
1
p drawa1 or being secretive
oorhygien
1 p e or compulsive washing
• oor Peer relationships
Poor sch001
• Q.. performance
IJ\lddenun
• St eXplained gifts
• eep disru ti .
Acun P ons, nightmares or bed-wetting
, gout be· .
Pear of ' mg aggressive or being irritable
: lleing fe:tssing for sports, etc. .
CJingin of home life a certain educator or a certain school, or runrung away
• "'1 g heha,,; ,
earruin ·•,our or a constant need for reassurance
In esg
123
'S~~ession
e1de att
ernpts Ii
c:.S
~<t
@
CLASSROOMS LEGALLY
PART B .· MANAGING
h uld You as the classroom manager, do to verify th t

Whats o • s· fi a the l
be· abused? In terms of the ignposts or ~aJe schools doclllne e<lt'tter •
Saf':, and Securicy and Department of Education 2002: Item _ ), nt ~ ii
34
• You should record th: lean:ier's b_ehaviour over a few ?ays or Weeks ,
• You may conduct~ mterview with one of the leruner s friends, bu.t·
interview confidential. . ltl11st
, You may try to speak to the learner if you have a good reJati "8hip "Ith i,,
0
What should you do if a learner confides in you about the abuse? In terms
posts for safe schools (Department of Safety and Secunty and Departni.e of the.
tion 2002: Item 3.4) document: lit of
• You should keep in mind that your first reaction to his or her co»" .
crucial in the healing
. process. •uess1on '
• You need to tell the learner:
- I believe you.
- I am glad you told me.
- I am sorry this happened to you. You are very brave to tell me.
- It is not your fault.
_ I need to speak to other adults in order to help you, but I will keep you infol
about everything I am going to say or do.
Remember that your role is one of reporting the abuse and supporting the learner,1
not one of investigating the case or confronting the alleged perpetrator. Youshi)
not examine the learner because it is not your role to ask the learner about Phl~j
signs of abuse. lnfonn the Principal, who should, in consultation with you
worker, decide on how to handle the case.
aru!,,
J
What should you, as a classroom manager, do if a learner enters your cl~
and it is evident that he or she may have been sexually assaulted or raped? In tellll
the Signposts for safe schools (Department of Safety and Security and Dep~eri
Education 2002: Item 3.4) document, you should inform the learner as follows. .
• He or she must keep all the clothing that he or she was wearing ' ..,..I
31th t;imeol
sexual assault or rape. The clothes should be placed in a paper bag or t]iis ti
spaper. They should not be placed in a plastic bag or con~ • '
mterfere chemically With the evidence.
• He or she must not wash _,;,:
• He or she should not drink anYthing, Wash his or her mouth or ~we I.,
' Jllt:'' I
before the doctor exammes him or her Thi . .ally important

was forced to perform oral sex . s is espec1 ,al
• He or she sh ld b . . a doct re"'
the le ou e exammed as soon as Possible. The sooner d. 0 i
arner, the !!realer the chance that strong evidence will be foun '!Pi' it<'
• The learner should d .d olice, tod\1
124 ment shoul . . ec1 e whether to report the case to the p rs' statll ct~
to report c:!i~e cnticalJy considered in light of classroom rnana8~]dr••••
2005 and Se ti sexual abuse in terms of Section 110(1) of the Cd RelatediJ11Pt1'
th
Amendrnent e Crimina] Law (Sexua1 Offences an ,esuit
O;f2007
mentor a fine or both. · A manager's failure to report c3ll
Education law provisions regulating the
employment of the classroom manager
S.A. Coetzee
14 _1 THE EMPLOYMENT OF EDUCATORS ACT 76 OF 1998

5ome of the key provisions of th e Employment of Educators Act (RSA 1998) are dis-
cussed next.
l4,4,1 Termination of Services (Chapter 4, Sections 10-16)

The services of educators may be tenninated by the employer on the grounds of
retirement, resignation and the discharge of educators.
The retirement of educators is addressed in Section 10. The normal mandatory
retirement age is 65 years, but there are exceptions. If you are interested, you may
study Section 10 yourself.
According to Section 15, an educator may resign by giving 90 days' notice in writ-
ing. Ashorter period of notice may be approved by the employer at the request of the
educator. The Education law and policy handbook (Boshoff & Morkel 2013: 3A 14)
mentions that a shorter period is possible under certain circumstances, for example
when a replacement is already available and the post can readily be filled or when
the employee's appointment with a new employer may be jeopardised by the 90-day
notice period.
An educator may be discharged from service by the employer (for an educator in
the service of a provincial department, it is the HOD of that department)
a) on account of ill health in the circumstances referred to in Schedule 1 (Subsection
ll(l)(a) was amended and Schedule 1 was added by the Education Laws Amend-
ment Act 53 of 2000)
b) on account of the abolition of the educator's post or any reduction in, or reor~an~-
Sation or readjustment of the post establishments of departments, schools, msti-
tutions, offices or centres'
c) if, for reasons other than the educator's own unfitness or incapacity, th e educa-
tor' dis in the department schoo1,
. charge will promote efficiency or econ?my r will oth~rwise be
~titution, office or centre in which the educator is employed, 0
th
II\ e interest of the state . .
d) on the educator's post or mcapac1ty
y to account of unfitness for the duties attached to nded by Section 9 of the
,f 16
Ede~ out those duties effectively. In Secti~n . (~ ::d that if it is alleged that 125
;) an ~~ation ~ws Amendment ~ct 53 of 2000) it is s:~~ator's post or is incapable of
,. c ~cator lS unfit for the duties attached to the e t assess the capacity of the
e~g out these duties efficiently, the employer ~usaccordance with the incap-
aci;tor and may take action against the educator : as provided in Schedule 1
code and procedures for poor work performan
PART 8: MAN AGING CLASSROOMS LEGALLY
e) on account of misconduct
f) if the educator was appointed in the post in question on the g
sent.ation made by the educator relating to any condition of ap ro?11ds of lllisr
cator in such a case will be deemed to have been dischargel 0 1Iltrnent 'Ineeiir,.
conduct on acco\ll\t or%
g) if in the case of an educator who is appointed on probation th
' confirmed.
not , e app0illf:rnent
•
An educator who is appointed in a permanent capacity is also deemect

charged if to be
a) he or she is absent from work for a period exceeding 14 consecutive da .
permission Ys \Vitho~
b) he or she assumes employment in another position while absent from work .
. .
out penmss1on
c) he or she assumes other employment or resigns while suspended from duty
d) he or she assumes other employment or resigns while disciplinary steps agairut
him or her have not been disposed of.
14.1.2 Misconduct
14. 1.2. 1 Defining misconduct
In Section 17(1) (as amended by Section 10 of the Education Laws AmendmentAct &1
of 2000) it is stipulated that an educator must be dismissed if he or she is found guilty
of serious misconduct, such as
. ti 0 ns or prom~
a) theft, bribery, fraud or an act of corruption in regard to examma
tional reports
b) committing an act of sexual assault on a learner, student or other employee he~
c) having a sexual relationship with a learner of the school where he or 5
employed . ntion
d) seriously assaulting a learner, student or other employee with tlle mte
causing grievous bodily harm 1
e) illegal possession of an intoxicating, illegal or stupefying substance d in part I

f) causing a learner or a student to perform any of the acts contemplate
graphs a) toe). ,,
'ol• I
·tted sefl
The procedure to be followed if it is alleged that an educator had coJllllll ti()Jl
misc<:>nduct is s~t out in Schedule 2. . of the E?u:iiP'•
Misconduct lS defined in Section 18 (as amended by Section 11 t reJatJ011
Laws Amendment Act 53 of 2000) as "a breakdown in the employmen or
An educator commits misconduct if he or she gufllti011
. wte, re
I
a) fails to comply With or contravenes this Act or any other sta. nsltlP 1111
legal obligation relating to education and the employment relatJO ol ot lJll'80
b) wilfull . Y or negligently
. mISmanages
. the finances of the state, a schO tllte, '
learning centre f tJle s
c) without Permission possesses or wrongfully uses the propertY 0
schoo1 or an adult learning centre, another employee or a VIS · itor "
. eoucATION LAW PROVISIONS REGULATING THE EMPLOYMENT OF THE CLASSROOM MANAGER
c~.AprER J4.
,1A1llv, intentionally or neglige~tly damages or causes loss to the property of the

d) WW....., chool or an adult learning centre
state, as .
. the course of duty e ndangers ~e lives of himself or herself or others by disre-
e) : ~ set safe~ ~es or regul~ti~ns . . . .
th
·ustifiab1Y pnuudices e administration, discipline or efficiency of the Depart-
0 Ul\lnt of Education, an office of the state or a school or an adult learning centre
me. uses his or her posi'tion m
· the Department of (Basic) Education or a school or
g) ItllSadult learning centre to promote or prejudice the interests of any person
an . .
cepts any compensation m cash or otherwise from a member of the pub-
h) ~ or another employee for performing his or her duties without written
approval from the employer
i) fails to carry out a lawful order or routine instruction without just or reasonable
cause
j) absents himself or herself from work without a valid reason or permission
k) unfairly discriminates against other persons on the basis of race, gender, dis-
ability, pregnancy, marital status, ethnic and social origin, sexual orientation,
age, disability (sic), religion, conscience, belief, culture, language, birth, family
responsibility, HIV status, political opinion or other grounds prohibited by the
Constitution
I) perfonns poorly or inadequately for reasons other than incapacity
m) without the written approval of the employer, performs work for compensation
for another person or organisation either during or outside working hours
n) without prior permission of the employer accepts or demands in respect of the
carrying out of, or failure to carry out, the educator's duties, any commission,
fee, pecuniary or other reward to which the educator is not entitled by virtue of
the educator's office, or fails to report to the employer the offer of any such com-
mission, fee or reward
o) without authorisation sleeps on duty
P) while on duty is under the influence of an intoxicating, illegal, unauthorised or
stupefying substance, including alcohol
q) while on duty conducts himself or herself in an improper, disgraceful or
unacceptable manner
r) assaults, or attempts to assault or threatens to assault, another employee or
another person
s) incites other personnel to unprocedural and unlawful conduct
t) ~lays disrespect towards others in the workplace or demonstrates abusive or
I.Ilsolent behaviour
u) intimidates or victimises fellow employees, learners or students
v) p
revents other employees from exercising their rights to freely associate with
W) trade unions in tenns of any labour legislation
operates any money-lending scheme for employees for his or her own bene- 127
fit during working hours or from the premises of the educational institution or
JC)
office where h e or she is employed
came5 or keeps firearms or other dangerous weapons on state prem1Ses
· wi'thout
the Wri . _
tten authonsation of the employer
I
' I ',l~ y
LL
S tc G A
~ I, )
ooM d ti
cLA55R
ons his or her u es
.
, .....
i . ... ,; :: ' - y r e g u la ti u ti o n o f
G curit exec
nce in the .
ANA GIN
.. -
8 M
ts o r e v id e
Pl P A "' '
obeY se
refuSes to statemen other documen
tat10n l acti
y n la w fu l industria ~
y)
gNeS falsecords oran dural, unprotecte
d or u
z) roce .
fa lsifie s re .
~ n te mplated in 1t.elll ~
(aa.) m s c o
b~~~
a
ounselling
I (b )
{uSeS to - programme o f c
fi a l . .
on as con e te m
~ ij
• c o ll
use
(i) fo
or re
(cc) fails llow a onn
a medical
.
e:' ar ru n a ti
ction 7 of
th l~ ~ jJ lll
Schedule self or herself to ordance with Se
1 ' iJj[
. t rum a n d in a cc
.. le l
cf S hedu on program
me a, fo
(u) sub3e 8 a b il it a ti
o c 55 of 19 8 fo r m a l r
e h Cf4 Of
Equity Act
~
or f ollo w a
att e n d r e habilitation o f Schedule l
(iii) item 3(3)
templated in sta tu tozy offen
ce
w o r TAI
m its a c o mmon la so c ia ti on with aIla,
(dd)co m ra s
a n a c t o f dishonesty o t h e r s , his o r h e
it s r, amon g
(ee) comm m ployee fo Af•
is e s an e
(ff) vic tim
S T E M (IQMS) R
union. E N T S Y
j A L IT Y MANAG
EM
(RSA, Depa
rtmait a
D Q U f 2 0 0 3
IN T E G RATE e n t N u mber 8 o
p ro g ra m mes were iii
14 .2 gree m men t
E L R C C ollective A rformance manage In tenns of the ELRC Cd
se to ng p e tem. n
In respon
0 0 3 b ) th e then existi ty Management Sys Education 2010b) IQMS
Education 2 the Integrated Quali partment o f Basic tem (QMS) (SADTU IDll
nn De ys
grated to fo ent 2 of 2010 (RSA, ality Management S ppraisal for the P ~
lective Ag
reem ed as the
Qu ra
g educato ation and salarY P ~
d r e b ra n d s e p a r a ti n
an
streamlined at were made inclu
de uner liJ
th e p lU J )o ses o f rem and making peer evalua
4). Change
s or th ity ~
e n t fr o m appraisal f ersonal accountabil QMS aims at enhancing
~f develop4m lacing the focus on p n te r prise 2015
: 8).
is ts o f three i n ~
.1 ), p ent a n d E It c o n s
swn ( p a r e f o r Developm c a ti o n system.
e n tr
opti~n~ (C th performance o f the
e d u · ind..i~•d111t'1
is e
morutov~egprogram.m.es, nam
e ely
s y s t e m is "to appra of s~~
is s
evaluati t a l • aI · The purpose o f th t o detennining area t" (J'JIP'.
lopme n appr8JS view talt
1. Ddeve er w it h a elopmen nder :J
I in a transp
ar
e ducatoeaknrs ess and t0 ,Jw_a w up programm
en t m a n n
.
es f o r ind
~
iv
o r
id
s
u
a
a
re
l d
re
ev
q u
u
· d to .appr>'"
r re
an w As ' t
developm en appraisal, ). The results o f th
ed u c a t e selfeloP111fll
2003· 1-2) · Part of fe on fior DeV
· a l (a ls o re e lf -r e f le c ti e
self-apprais d to;...~ rred to as s entr
u s e ir p al g r o w t h plans (C ri1le#.•1
should be u:uo).nn the erson e e
r p rise 20 15 4 a.n •·for ,,
an d E n te per f o r il l
c e .m e a s t (P M ) e p u r p o se o f the a l e d u cato~31. ,...i~.J I
r m a n r e m e n . T h iv id u
2. Perfo e is "
ll
to r f o n n a n c e o f ind n ts ,
reW
ramm e pe e
ment prog evaluasste· th o f a ppointm
ary pro.gre ,, (E
ssio n , ~ e
Progre ion, and af :f in n a ti n o vii1ol
ed 11t e ~If;
. ent1ves LRC 2003-1-2) .
mc . .
eva111att
·
is 1s aiIIl
~ 1
3 Whole-school T h e
·
ver a ll e ffe c ttv on (Wnd th
eness a
S E ). Progr a m
o f teac
m
h i n g a n d Ie
t;lliS oS~IVe
IO
schools' o th ? U a lity o de!S, iS ef"~'
S" k
is bo Oe IS o n l s s r o o m manot, 1
2003· 1 2) foclls of th
not ~d;,e~e:~as: .h th Wroham educatoErs are obliged t o w h e n t
ca h e schoo
wit hool '
cooperate e Ole Sc "aluati0 n Team.
TI0N LAW PROVISIONS REGULATING THE EMPLOYMENT OF THE CLASSROOM MANAGER
. eoucA
~ 1A.
,p!E
cir
ard to development appraisal and performance management, classroom edu-
\\'itll re~ exPected to
c3toJS MS principles and processes
, st11dY!e appraisal instrument, the performance standards, the criteria (that is
, studY are expected to do) and the levels of performance required to meet the
the
what Y urrements for pay progression
niiJUlllurn self-apprru·sa1 usm·g the apprrus
t areq ·
· al mstrument. ·
The same mstrument ·
1s
nd
, c0 uc both performance measurement and developmental appraisals. This is an
..v1for ·t . th
~ t exercise because 1 gives e educator the opportunity to become fam-
~tpO~ the appraisal instrument; critically reflect on own performance; prepare
ili3T '\Vl raisal by the immediate supervisor; and determine what evidence will be
for app • al
needed in support of the apprrus process.
I C()n.51
'der the rating scales and descriptors.
TABLE 14,1 Rating scale, descriptor, scores and percentages: post-level 1 educa-
tors
Afoor-pointrating scale is used when completing the instrument.
lating Descriptor Score Percentage

(maximum
score= 152)
1 Unacceptable: The level of performance does not meet 0-75 0%-49%
minimum expectations and requires urgent intervention
and support.
l Acceptable: Satisfies minimum expectations. The level 76- 105 50%-69%
of performance is acceptable and is in line with the min-
imum expectations, but development and support are
still required.
I~ Descriptor · Score Percentage
(maximum
t---
score= 752)
l
Good: Performance meets expectations, but some areas 106-128 70%-84%
r--- are still in need of development and support.
4 -
Outstanding: Performance exceeds expectations. 129-152 85%-100%
Alth0ugh performance is outstanding, continuous self-de-
'.---~Pment and improvement are advised.
~rce: South Al ·
ncan Democratic Teachers Union (SADTU) (2013)
129
AGIN G CLASSROOMS LEGALL V
PART B: MAN
TABLE 14.2 Performance standards and

criteria for PL 1 educators
Performance Criteria The detailed outcome
standard
1. Creation of a Learning and teaching The use of learning and teaching e .
positive environment enables al 11earners to be productivnv1
ro
el nrnent
learning individual and cooperative learning. Yenga
9ed~
environment
Classroom Time and available resources are ma
management mote optimal learning and teaching ~aged
tolli'~
Activities are efficiently supervised Lor all
.h h learn...
together wit t e educator towards. the earner ''<lt
a ~'I/Ori
ment of relevant learning outcomes chieve.
2. Curriculum Knowledge of subject Uses expert knowledge, in addition to outco
knowledge, and assessment standards, to promote le
lesson plan- . mes
interest and research in the specific learninarner
ning and . ct
SU bJe , ga~
presentation
Planning and Effective use of planning instruments lea
presentation ;--/
towards a higher form of learning/understan
ding
Management of work Excellent management of content and conte
schedule xt~
within the timeframes stipulated in the work
schedules accompanied by relevant intervention 1
strategies.
1
Record-keeping Records are meticulously maintained and a

nalysed
to diagnose learner needs and teaching effecti
ve-
ness. Records are used to adjust teaching stra
tegies
and improve learner achievement.
3. Continuous Feedback to learners Provides feedback using a variety of strategies.
professional Uses remedial and enrichment measures that
development, instil
confidence in learners to achieve intended
human learn-
t--------1--=------- ing outcomes.
relations and -------
contribution Knowledge and Knows and uses a range of forms of assessment --
to school application of forms of
techniques to continuously maximise learne
assessment ~
development achievement. Methods of assessment areus
to
raise the standards of teaching and le a~
Learner progress and Learners optimally achieve the relevan1leannin 9
achievement show
area/subject outcomes. Assessme;n~t resuI~eve-
outstanding levels of competence and ac
~- ;-~ --- t-- --- --- 1- ~m
1 4. Con
tinuous =e ~n t~ .-- --- --- -
Participation in con- Participates fully and takes a leadi•ng role in initi.· I
professional tinuous professional lopme nt I
development, development atin_ g_ a_ nd delivering professiona~
I deve
human rela-
act1v1t1es.
tions and Professional conduct Conduct is exemplary and truly ~,s~d . lays tne pur·.
contribution e of profes
pose and intent of the educators c
to school
sional ethics.
development
~-::-:-==::;-=:;t:: /
130 5. Extramural and Participation in extra:
-
--------1----------~
'our·
Networks with relevant stakeholders~~urricula
cocurricular mural and curricular r
ages development of extramural or c
participation activities activities
Source: South African Democratic Teachers Union
(SADTU) (2013)
ucATIO N LAW PROV ISION S REGU MANA GER
rER 14 : ED LATIN G THE EMPLO YMEN T OF THE CLASS ROOM
,~~p
. a colleague to form , toge ther With .

, Norrunate nt supp ort grou p. Your direc t super visor , your perso nal
deveJopme .
develop a perso nal deve lopm ent 1 (PDP ) m colla borat ion with the
, ,4JU1UallY' t supp ort grou p and subm it Pan
ent team of the
deveJopm;n the end of Marc h. This l to the s_taff deve lopm
school _be ore in the full cont rol of thp ~ shouorldCe.g.
Inclu de areas for deve lopm ent,
punc tuali ty) (2) for whic h
(1) which are . e e ucat
red, (3) for whic h
•dance or ment ortng from s?me one else in the scho ol is requi
!:,part or development prov ided ?Y the circu it or distr ict offic er ( e.g. CAPS) is
unde rskil le d or need s re-skillin.g.
_,--A (4) wher e the educ ator • 1s unsk illed,
reqWJC\ A, nt's work place skills
niese needs shou ld be reco rded m the prov incia l depa rtme
plall·
ons.
, Allow the immediate supe rviso r to cond uct lesso n obse rvati
back ) discu s-
, Prepare for, and parti cipat e in, prea ppra isal and posta ppra isal (feed
sions.
, Keep record of relev ant evid ence for the appr aisal proc ess.
with the need s iden-
, Take responsibility for own profe ssion al deve lopm ent in line
tified through the QMS proc ess. Give feed back to SACE
on whet her the syste m
is user-friendly, whet her a prov ider succ eede d in deve
lopin g the know ledge, skill,
2012: 15; SACE
etc. it was supp osed to deve lop (ELR C 2003: 2, 6, 11, 16-; SACE
2014: 10; SADTU 2013: 7, 9).
'1 14.3 CON TINU OUS PRO FES SIO NAL DEV ELO PME NT
Section 5(b)(iv) of the SAC E Act (RSA 2000 c), inser ted in
term s of the Educ ation
laws Amendment Act 15 of 2011, mak es the SACE respo
nsibl e for mana ging and
ssion al deve lop-
administering "a syste m for the prom otion for the conti nuing profe
I
f
ment of all educators". This man date gives expr essio n to the
work on Teacher Educ ation and Deve lopm ent (NPF I'ED ) (RSA
ration 2007: Par. 53), whic h gives SAC E the overa ll respo nsibi
Natio nal Polic y Fram e-
, Depa rtme nt of Edu-
lity of imple ment ing,
The CPTD syste m is aime d at
lllanaging and assur ing quali ty of the CPT D syste m.
leeognising educ ators ' own effor ts to impr ove them selve
s, enco uragi ng scho ols
I to improve their educ ators ' know ledg e, skill s and comm
itme nt and ident ifyin g and
ant_prog ramm e~ (SACE
lecogniging providers that prov ide quali ty, effec tive and relev
2012: 5). CPTD ultim ately must aim to impr ove class room prac tice and learn mg out-
I comes (SACE 2013: 2).
~ are classroom educ ators expe cted to do with rega rd to CPD? Educ ators must
ACE 2012: 5):
• Sign up With the SACE by comp letin g a profi le form . h The_ SACE ~ then cre-
1· whic will conta in the educ a-
at:e a Pers O
. al deve lopm ent po1-1-l"c
naI profe ss10n w.O 10, •
t.o nal deve lopm ent) pom ts
r's Personal profile reco rd and pers onal PD (prof essio
account· Educato rs are enco urag ed to sign . up eIectroni cally throu gh the SACE
w a/) b u t may do so via emai l. Afte r educ ators
ebpage (https·// . www.sace. .gov .z th • al 131
ha~ . and pass word s to acce ss err perso n
signed up they will recei ve usem ame s
PD pe .
' Oints accou nts.
tarn at least 150 PD pom . . h ar cycle . Keep in mind that educ ators
ts m each t ree-y e
PART B: MAN AGI NG CLA SSR OOM S LEG ALL Y
can not car ry poi nts ove r fro m on e

cyc le to the nex t. If you did
dur ing you r firs t thr ee- yea r eyel e,
you r pm. nts are re- set to ze~e~
Th e first cyc le sta rte d in 2016 and wil 15() .
l end in De cem ber 2018. ro (SACE
20~
• Ac ces s and stu dy the Pro fes sio -~
nal De vel opm ent Poi nts System S
This is ava ilab le at: htt ps: //w h
ww .sace.gov.za/Documentation1p:o~d
development%20points%20schedule U1~o,
.pd f. It con tai ns det aile d explana:8810
var iou s activities, exa mp les and req ~
uir em ent s tha t edu cat ors must tions
poi nts . Th ere are thr ee lists wit
. h act· .ti of ~
lVI es: meet to earri
• Ty pe 1 is tea che r-in itia ted
• Ty pe 2 is sch ool -in itia ted
• Ty pe 3 is externally-initiated.
• At ten d PD activities. Th e cat alo
gue wit h app rov ed pro vid ers and
activities is available on the SACE we endorsed PD
bsi te. Ke ep in min d an educatormayno
all 150 poi nts thr oug h Typ e 1 act ivit tearQ
ies (SACE s.a. : 6)
• Re por t and rec ord Typ e 1 act ivit
ies on the ir pro fes sio nal developmen
(SACE s.a.: 3) twi ce a yea r (en d of t port!o!n .
Jun e and end of No vem ber ) either
ele ctro nic ally on the CPTD sel f-se rvi manu ally
ce por tal (SACE 2014: 4). Schools mus 11
Typ e 2 activities and out sid e pro vid t report
ers mu st rep ort Ty pe 3 activities.
Ac tiv ity 14. 1

Access the SACE web site and clic
k on Imp ort ant Lin ks and the n acc
, Ma nag em ent System. Stu dy the ess the SACECPTO
Professional Dev elo pm ent Poi nts
Com ple te the foll ow ing par ts of Sys tem Schedule.
you r Pro fes sion al De vel opm ent
det ails (2) sum ma ry of you r roles, Por tfolio: (1) pers;a1 ,
res pon sib iliti es and wo rk, (3) sec
sis, (4) section 2: professional dev tion 1: need ana
elo pm ent pla n.
BI BL IO GR AP HY
Amos, J· 1999• S
eIf-management and per son al effe ctiv . personaI goolsin~
ene ss: how to achieve you r
and at work. Oxford, UK: How To Boo
ks.
Ant onie v Governing Bod y, Settlers Hig
h Sch ool 200 2 (4) SA 739 (C)
Arends, R.I. 2012. Learning to teach
10th ed. Bos ton MA: Mc Gra w-H ill.
,
Bad coc k-Walters, P. 2013. Module 2.1 '
: Develop ing and imp lem enti ng HIV licy ,n. ed"ca
~
li~
UNESCO/International Institute for Edu /AID S po
cational Pla nni ng.
Bas s, B.M. 200S. The Bass han dbo ok ucali0'15'
of lead ersh ip. The ory, rese arch, and
4th ed. New y ork: Free Press. managerial apP ,s
Bau er, A.~ . & Sh_ea, T.M. 2003. Par h7p Jarsfllden
ents and sch ools cre atin g a success 1
wilh spe cial needs. Upper Sad dle Riv ful par tners
, er NJ· Me rrill Pre ntic e Hall. 1
'or ditli'~1\t
Bea ty-O Ferrall, M.E., Green, A. & Han ' ·
na, F. 201 0. Cla ssro om man age men
s~d ent s: ~romoting change thro ugh
rela tion
t
t strat
gies 1'
(41)4: 4-I 1·
(1•
hsh ed onlme: 26 Aug 20 ). ship s. Mid dle Sch ool Journa '
15 bold
Bee ts, P. & Le Gr~nge, L. 2005. ' Afr buJltu
icanising' asse ssm ent practices: Doe th . n ofu
132 any promise? SAJHE, 19 Special Issu s e notto ond
e: 119- 197.
~~ BeIvel, P.S. 201 O. Re~hinking classroom e11ti0"
man agemen t - stra tegies for pre ven
~~
C: ..0
pro ble m solving. Thousand Oak es
CA : Cor win Sa
tion , ;nte fl' eof
~i. Bos hof f, E. & Mo rke l, P. 20l3 . Edu ' ' ge. . o, 1 3}
@ cati on law and pol icy han dbo ok. (Re rV'ce n
Tow n: Juta . vision se

Teacher As A Classroom Manager

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Teacher As A Classroom Manager

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UNISA EDITION

SA Coetzee & EJ van Niekerk

JL Wydeman & SP Mokoena

The Millennial Generation: understanding

1.1 DEFINING THE MILLENNIAL GENERATION BY BIRTH DATE

l,2 CHARACTERISTICS OF THE MILLENNIAL GENERATION

characteristics associated with Millennials are listed below:

1.3 LEARNING STYLES OF THE MILLENNIAL GENERATION

1.3.1 Experimental activities

. Ids structures the teaching and 1 ,

1.4 UNDERSTANDING AND ENGAGING TODAY'S LEARNERS

1.4.2 Learner-centred learning

4 1.4.3 Understanding learners

1.4.4 Engaging learners

1.4.4.1 Connect with content

1.4.4.2 Connect learners with each other

Self-management for the educator

2. 1 MANAGING YOUR EMOTIONS

i.,, tionaI literacy

2.2 STRESS MANAGEMENT

• Eliminate or modify stressors m· your environme t

2,3 ANGER MANAGEMENT

2.4 MANAGING CONFLICT AND BECOMING ASSERTIVE

• Jxnplement your chosen alternative.

Introduction to classroom management

This chaptec IB an IDtroductocy discussion of c1a.ssroom -agement acti,n;,.

3.1 THE NATURE AND AIM OF CLASSROOM MANAGEMENT

that happens in the classro;!~~s f?r the effective management of eve~

• Tasks (things to be done)

3_1.1 The connection between teaching and management

3.1.2 Keeping teaching-learning environments going

3.1.3 The educator's management of time In the classroom

3.1.4 The socialisation process

3. t .s The Importance of routines

3.1.6 The management of technology In the classroom

TABLE 3.1 Technology adoption theories

Theory Explanation Implications

_ APPROACHES TO CLASSROOM MANAGEMENT

TABLE 3.2 Classroom management approaches

Approach Description Advantages Disadvantages

TABLE 3.2 Classroom management approaches (continued)

In most educational contexts there is an interaction between two or rn

TABLE 3,3 Culturally responsive classroom management

Educators should reflect on where their assumptions, attitud~

4. Ability and willingness to

3,3 MANAGEMENT FUNCTIONS IN THE CLASSROOM

Even the most thorough planning, however, will come to nothing if it is

3.3.2 Organising as a management function In the classroo

3.3.3 Leadership as a management function in the classroom

I these interactions (Hook & Vass 2000: 6).

These are discussed in detail in Chapter 4.

3.3.4 Control as a management function in the classroom

The educator as leader

A serious leadership challenge for educators is to assist learners to cooperate ~11-

• understanding and describing each component of the short-term lllO(j

4.1 THE LONG-TERM LEADERSHIP TASK OF THE EDUCATOR

Long-term effective leadership

FIGURE 4.1 Model of long-term leadership

be motivated. It must appeal to the imagination and willingness of learners to strive

An example of a vision for a Grade 3 class that. is simpl~, clear, distaii

4.1.2 Communication of the vision

4.1.3 Value management