Assignment 2

REC2601

I (full names): Vukosi Sammy Ngobeni Student number: 63450356Module: RCE2601 Declare that… 1. I
understand what plagiarism entails and am aware of the University’s policy in this regard. 2. I declare
that this assignment is my own, original work. Where I used someone else’s work, whether a printed
source, the internet or any other source, I give the proper acknowledgement and include a complete
reference list. 3. I did not use another current or previous student’s work, submitting it as my own. 4. I
did not allow and will not allow anyone to copy my work with the intention of submitting it as his or her
own work.
Signature V.S Ngobeni
Date:30/07/23

Part A

1. Discipline in education
2. The article by Letlhoyo Segalo and Awelani Melvin Rambuda focuses on the views of
South African public school teachers regarding the right to discipline learners. The
context of the article is the ongoing debate and challenges surrounding learner
discipline in South African schools. The problem statement highlights the need to
understand teachers' perspectives on learner discipline and their experiences in dealing
with disciplinary issues.
3. Participants and selection process: The article does not explicitly mention the number of
participants, but it states that the study involved public school teachers from different
provinces in South Africa. The selection process is not described in detail, but it can be
inferred that the researchers used a purposive sampling method to select teachers who
had experience with learner discipline.
4. Research question: Research question: "What are South African public school teachers'
views on the right to discipline learners?" Sub-question: "What factors influence
teachers' perspectives on learner discipline in South African public schools?"
5. Research goal and objective: Research goal: To explore and understand South African
teachers' perspectives on learner discipline in public schools. Objective: To identify the
factors that shape teachers' views on learner discipline and their experiences in dealing
with disciplinary issues.
6. Literature review: The article does not explicitly have a separate section for the literature
review. However, relevant literature is integrated throughout the article. The topics
covered include the right to discipline learners, disciplinary challenges in South African
schools, teachers' roles in learner discipline, and the impact of discipline on teaching
and learning.
7. The article does not explicitly mention a specific theoretical framework. However,
it draws on concepts such as learner discipline, teachers' professional autonomy,
and the rights of learners to inform the analysis and interpretation of the findings.
8. The article states that data were collected through semi-structured interviews
with teachers. The interviews were audio-recorded, transcribed, and analyzed
thematically. The thematic analysis involved identifying patterns and themes in
the data related to teachers' views on learner discipline.
9. Methodology: The article follows a qualitative research methodology, specifically
using semi-structured interviews to gather data. The researchers employed
thematic analysis to analyze the interview data and identify key themes and
patterns.
10. The article presents several findings, including teachers' varying perspectives on
learner discipline, the influence of school context on disciplinary practices, the
importance of teacher-student relationships, and the need for support and
training for teachers in managing learner discipline. The findings suggest the
complexity of learner discipline issues and the importance of considering
teachers' perspectives in addressing these challenges.
11. Conclusion: The concluding paragraph summarizes the main findings and
emphasizes the need for a collaborative approach involving teachers, school
management, and policymakers to address learner discipline issues effectively. A
recommendation based on the research problem is to develop comprehensive
and context-specific guidelines and support systems for teachers to enhance
their capacity in managing learner discipline.

Part B
1. In my opinion, student discipline varies among schools and even among individual
students within the same school. Some students exhibit discipline and follow the school
rules, while others may struggle with self-control and exhibit behaviors that disrupt the
learning environment. In my past experiences working in schools, I have seen a range
of behaviors from students, including those who are always on task and comply with
rules, those who occasionally need redirection, and those whose behavior is
consistently disruptive. It ultimately depends on the school culture, the effectiveness of
policies and procedures in place, and how well educators are able to manage student
behavior.
2. Schools put into place policies on student conduct to ensure a safe and orderly
learning environment. These policies may include expectations for behavior, dress code
guidelines, consequences for rule violations, and procedures for reporting incidents or
addressing concerns. The policies are typically communicated to students and parents
through handbooks, classroom rules, assemblies, and other means of communication.
The policies themselves are enforced through a variety of methods, such as verbal
reminders, written warnings, detention, suspension, or expulsion. The effectiveness of
the policies is determined by the consistency and fairness with which they are enforced.
3. When students repeatedly disobey school regulations, educators should first consider
the root cause of their behavior. Is the student acting out due to a lack of understanding,
attention-seeking, or something else? Educators may need to adjust their approach to
teaching or behavior management to meet the individual needs of the student. In cases
where repeated disobedience is deliberate and disruptive to the learning environment,
more drastic consequences may need to be taken, such as a suspension or expulsion
from school. It is important for educators to work collaboratively with parents and other
support staff to ensure that the student's behavior is addressed in a productive and
positive manner.

Part C
References
Study guide REC2601 Extract
(Engelbrecht P, 1993)

Engelbrecht P, Oswald M & Forlin C 2006. Promoting

okhele PR 2006. The teacher-learner relationship in the management of discipline in
public high schools. Africa Education Review, 3(1-2):148–159.
https://doi.org/10.1080/18146620608540448 Motseke M 2010. Learner discipline after
corporal punishment in the township primary schools