Learner discipline at school: A comparative educational perspective

Abstract

Learner discipline constitutes an acute problem in South African schools, especially if it is approached within a Reformational frame of reference. The aim of the research underlying this article was to survey the available subject-related literature on school discipline abroad. The available published research results are largely limited to the United States of America, the United Kingdom and Australia. In these three countries learner discipline in schools constitutes a problem, although it seems to be only relatively minor forms of misbehaviour that dominate. Serious forms of misbehaviour, such as criminal offences are rare. The causes/determinants/correlates of learner-discipline problems can be grouped into five categories: learner-related factors, teacher-related factors, school-related factors, parent-related factors and society-related factors. This discussion draws suggestions from available subject-related literature as to how the discipline issue in schools should be approached. The conclusion is, however, reached that, while worthwhile guidelines can indeed be drawn from available subject-related literature for the correction of deviant behaviour, reference is unfortunately never made to the need of learners to be guided and to be enabled to become followers (disciples) of Jesus Christ in the profound sense of the word, especially in a world that does not adhere to Biblical values. True disciples tend to lead disciplined, well-behaved and intentional lives in His service and to His glory. In conclusion, the role of (Christian) religion and of values based on religious conviction in the creation of healthy school discipline is explicated

Challenges Facing Teachers’ Attempts to Enhance Learners’ Discipline in Tanzania’s Secondary Schools

“…Teachers everywhere seem to be at a loss as to how to address the complex issue of discipline, particularly in those countries where physical or corporal punishment has been restricted or outlawed (Wolhuter & Steyn, 2003). A review of court cases in Tanzania about teachers who dispense corporal punishment to misbehaving students showed that some parents have argued against some forms of punishment or those believed not to be commensurate with the offence committed (Frankenberg, Holmqvist, & Rubenson, 2010;Straus, 2010).…”

“…To support parents' views, some human rights advocates have insisted that some forms of punishment in Tanzania's secondary schools are unfair and perhaps undeserved, including corporal punishment that involves severe canning, suspension, expulsion, branding or mutilation (inflicting severe pain) (Feinstein & Mwahombela, 2010). Unavoidably, these disciplinary measures consequently can lead to absence from schools and therefore reduce the academic performance of the injured students (Wolhuter & Steyn, 2003). While the ultimate goal of learners' discipline is to have children responsible for their own actions, sometimes teachers fail to realize that schools and other civil society institutions that are effective in establishing and maintaining order and safety are not necessarily effective in developing self-discipline or in preventing future behavior problems (Bear, 2008).…”

“…For Skiba and Peterson, the idea of discipline means rules to correct or prevent misbehavior. Likewise, discrepancies are evident in the use of such terms as "learners' discipline" and "school discipline," which are sometimes used interchangeably in the literature (Wolhuter & Steyn, 2003). Inconsistencies can lead to confusion as teachers manage classroom teaching and learning or attempt to make sense of the challenges they experience in classrooms.…”

“…Inconsistencies can lead to confusion as teachers manage classroom teaching and learning or attempt to make sense of the challenges they experience in classrooms. Wolhuter and Steyn (2003) identified challenges in four areas associated with learners' discipline: (a) learner-related factors, (b) teacher-related factors; (e.g., teachers' code of conduct such as relationship with learners and lack of commitment can lead to learner indiscipline (Simuforosa & Rosemary, 2014); (c) school-related factors (i.e., schools mirror society-they are a microcosm society, as problems like drug abuse, crime, and physical abuse increase in society so will the discipline in schools (Evans & Miguel, 2007), Lochan, 2010;Straus, 2010) ; and (d) home-related factors (Van Wyk, 2001)-for example, permissive environments can influence learner's misbehavior (Schoen & Nolen, 2004) as many learners with disruptive behavior come from troubled homes where there is erosion of nurturing family structure; and (e) society-related factors.…”

Leaderships Role In Effective Implementation Of School Discipline Policies

“…The causes for such behavior have also been probed (see for example Wolhuter & Steyn, 2003). In view of this, academics and practitioners have proposed a number of strategies that could be used to combat the negative effects of disciplinary problems in schools.…”