The teacher–learner relationship in the management of discipline in public high schools

Mokhele, Paul

doi:10.1080/18146620608540448

Cited by 28 publications

(10 citation statements)

References 2 publications

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“…A central reason for this is the predominant teacher-centred approach and the power relationships that play out in the classroom. Mokhele (2006), who conducted a study in seven government schools in the Pretoria region, also highlighted the authoritarian teaching strategies that characterise many classrooms, which encourage learners to rely heavily on teachers. This tendency does not assist learners to become independent learners who are in control of their own learning, rather than being dependent on the facilitator , to refer back to the SSDL model of Grow.…”

Section: The Person-process-context Model For Self-directed Learningmentioning

confidence: 99%

Self-directed learning: A conceptual overview

Bosch¹,

Goede²

2019

NWU Self-Directed Learning Series

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Section: The Person-process-context Model For Self-directed Learningmentioning

confidence: 99%

Self-directed learning: A conceptual overview

Bosch¹,

Goede²

2019

NWU Self-Directed Learning Series

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“…Koross (2016) and Kiggundu and Nayimuli (2009) noticed that schools did not openly welcome or orientate student teachers of their learning culture and environment Some schools also lack resources such as books, a library, and teaching and learning materials, which make it difficult for student teachers to teach. Furthermore, student teachers did not know how to relate to the learners and maintain discipline (Mokhele 2007). Negative experiences with mentor teacher highlighted that student teachers seemed to have been exploited and abused, with regard to work overload (Kiggundu and Nayimuli 2009).…”

Section: Challenges Experienced By Student Teachers During Wilmentioning

confidence: 99%

Remodelling work-integrated learning experiences of Grade R student teachers

Bouwer

Venketsamy

Bipath

2021

SAJHE

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There is a high demand by the Department of Basic Education (2011) to develop competent, flexible and knowledgeable teachers with bolstered attitudes and beliefs about their profession.Work Integrated Learning (WIL) is a crucial part in the Diploma in Grade R programme at a Private Higher Education Institution (PHEI) to prepare Grade R teachers. To prepare student teachers for the profession, they need quality experiences of WIL to apply their theoretical knowledge into authentic contextual situations. This study aimed to explore Grade R student teachers' experiences of WIL and their ability to transfer their knowledge and experiences into practice.Purposeful sampling was used to identify four student teachers as participants for this study. A qualitative case study research design, using in-depth interviews, observations and documentation was conducted. Data was analysed thematically through the lens of the situated learning theory by Jean Lave and Etienne Wenger (1991). Findings showed that Grade R student teachers experienced positive and negative aspects associated with their WIL practice. Their experiences related to the need for remodelling the WIL experience, which would entail moving from the periphery to full participation in classrooms, at least in the final year of their diploma programme. The use of Community of Practices (CoPs) in a WIL model would enhance practical experiences. Collaborative, comprehensive and critically constructive discussions after lessons are taught during WIL, would mould future Grade R teachers to embrace their working careers with competence and confidence.

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“…In order to develop a good classroom management, teachers need to build good relationship with their students as the starting point. When teachers and students have a good relationship, other aspects of classroom management might run as expected (Marzano et al, 2005:56); teachers need to work together as a team with their students to achieve the learning objectives (Rampaola Mokhele, 2006). Related to this, Marzano et al (2005:56) indicates that aspects of classroom management include agreed rules and procedures, general classroom behaviors, and learning activities.…”

Section: Introductionmentioning

confidence: 95%

Teacher-Student Relationships at a Kindergarten School as Viewed from Classroom Management Principles

Shinta

Febriani

Widiati

2021

J. Obs. J. Pendidik. Anak Usia Dini

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Quality classroom management contributes to creating learning environment that allows the realization of various teacher roles. One way to support this is by building good teacher-student relationship. This study aims at describing the relationship between teachers and students at a kindergarten school in Malang and discusses its aspects in relation to classroom management principles. After conducting qualitative research using one-week classroom observation and literature study, this study found that almost all aspects of teacher-student relationship were identified, namely conducting informal conversations with students, paying attention to students’ activities, using physical gestures and movements, implementing positive interaction strategies, providing affirmative reactions to incorrect responses, and exhibiting an assertive connection. The other aspect that was missed was acknowledging students’ different characteristics

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The teacher–learner relationship in the management of discipline in public high schools

Cited by 28 publications

References 2 publications

Self-directed learning: A conceptual overview

Self-directed learning: A conceptual overview

Remodelling work-integrated learning experiences of Grade R student teachers

Teacher-Student Relationships at a Kindergarten School as Viewed from Classroom Management Principles

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