Enrollment System Thesis
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- Category: Politics: Crime and Drugs
- Date Submitted: 03/08/2013 02:27 AM
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CHAPTER I
APPROPRIATE INTERVATION AS A TEACHER BY THE SCHOOL LEARNERS
INTRODUCTION
In studying classroom discipline, teacher authority and teacher–learner relationships
appear to be integral features in the management of discipline in public high schools.
Before 1994 teachers were encouraged to use the cane as a method of keeping control in
the classrooms. The teachers were also empowered to be in charge in the classroom, but
in a hostile or authoritarian manner. In this way teachers were made to believe that power
and authority were the bases for control and discipline.
Learner behavior problems have, for years, been a major
concern for teachers, administrator and parents.
More than ever before, teachers are faced with critical problems in their classrooms, and
are confronted (on a daily basis) with unacceptable learner behavior and threatening situations.
After the abolishment of the old system of corporal punishment
and control, an urgent need arose to deal with behavior issues in innovative ways.
The new approach to positive behavioral support represents a
shift from a focus on deficit and control, towards a developmental and restorative approach.
This will enable learners to progress towards responsibility,
relationship building and a greater sense of well-being.
This approach is also embodied in the
South African Constitution, the South African Schools Act and
the specific outcomes of the National Curriculum Statement
which give priority to the concept of responsibility
For the past 5 years, the EMDC Metropole North has been
involved in an intensive training program for educators with
a view to improving the management of discipline and skills.
Provide this student with a quiet, distraction free area for quiet study time and
test-taking. It is the responsibility of the teacher to take the initiative to privately and
discretely (do not draw peer attention to the student) "send" this student to a quiet,...
APPROPRIATE INTERVATION AS A TEACHER BY THE SCHOOL LEARNERS
INTRODUCTION
In studying classroom discipline, teacher authority and teacher–learner relationships
appear to be integral features in the management of discipline in public high schools.
Before 1994 teachers were encouraged to use the cane as a method of keeping control in
the classrooms. The teachers were also empowered to be in charge in the classroom, but
in a hostile or authoritarian manner. In this way teachers were made to believe that power
and authority were the bases for control and discipline.
Learner behavior problems have, for years, been a major
concern for teachers, administrator and parents.
More than ever before, teachers are faced with critical problems in their classrooms, and
are confronted (on a daily basis) with unacceptable learner behavior and threatening situations.
After the abolishment of the old system of corporal punishment
and control, an urgent need arose to deal with behavior issues in innovative ways.
The new approach to positive behavioral support represents a
shift from a focus on deficit and control, towards a developmental and restorative approach.
This will enable learners to progress towards responsibility,
relationship building and a greater sense of well-being.
This approach is also embodied in the
South African Constitution, the South African Schools Act and
the specific outcomes of the National Curriculum Statement
which give priority to the concept of responsibility
For the past 5 years, the EMDC Metropole North has been
involved in an intensive training program for educators with
a view to improving the management of discipline and skills.
Provide this student with a quiet, distraction free area for quiet study time and
test-taking. It is the responsibility of the teacher to take the initiative to privately and
discretely (do not draw peer attention to the student) "send" this student to a quiet,...