Strengthening Learner Discipline in Secondary Schools
Learner discipline is one of the most problematic aspects of education in South Africa. The situation in education has changed significantly over the last decades. Changes in the socio-political sphere (greater emphasis on human rights and democratizing of society as a whole) have manifested itself in our schools and in our classrooms. The development of advanced technology (e.g. the Internet, computers, television and social media) and the exposure of educators and, even more so, learners to it, also has an effect on the educator-learner relationship. All these factors, amongst others, implicate a different approach towards discipline in our schools, and more specifically in the classroom. The challenges necessitate focussed competencies (knowledge, skills, and attitudes) by all interested parties that are involved in developing a positive culture of teaching and learning at every school. The NWU is well situated and has the required theoretical and practical capacity, with the availability of special expertise, to offer the programme to the strengthening of successful teaching and learning in schools.
The purpose of this short course is to provide the participants with prospective or practicing teachers with the essential instrumentation to develop a unique strategy to maintain learner discipline that supports a positive teaching and learning environment.
Learning assumed to be in place:
Applicants should be able to use technology to support their own learning in a self-managed, interactive fashion
Course outcomes and the associated assessment criteria:
|Strengthening Learner Discipline in Secondary Schools||After completion of this course, participants will:||Participant will be assessed on the following criteria:|
The assessment will be in the format of formative and summative assessments and students will have to attain a minimum of 50% of for the program as a final mark to successfully complete the programme. The formative assessment will contribute 50% of the final program mark. The summative assessment contributes 50% of the final program mark.
Method of assessment:
The following methods of formative and summative assessment will be done in order to determine if the learner successfully acquire the agreed-upon outcomes, namely: Formative assessment: It will be done in the following manner to determine to what extent the individual students acquire the agreed-upon competencies and to guide them in this regard: 5 tests, contributing 40% to the formative assessment and each consisting of 10 multiple choice questions, 5 group work assignments that are peer assessed, reflected on by the authors and moderated by the teaching assistants that contribute 60% to the formative assessment. • Summative assessment: The summative assessment will be done to determine to which level the outcomes are reached in an integrated manner and it will be done in the following manner: o 1 final test, contributing 40% to the summative assessment and consisting of 50 multiple choice questions. o A final individual assignment that contributes 60% of the summative assessment.
Mode of delivery:
The target group for this short course is educators of secondary schools, who wish to understand, evaluate and adjust their approach in order to improve learner discipline in the classroom.