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Short Course
on
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.

Purpose of the course:

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.

Admission requirements:

Admission requirements: 
None
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 assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit

Outcomes

Assessment Criteria

Strengthening Learner Discipline in Secondary Schools After completion of this course, participants will: Participant will be assessed on the following criteria:
 
  1. recognize, recall and list the relevant facts regarding learners’ discipline in the secondary school;
  2. understand what the implications of these facts for the strengthening of learners discipline are;
  3. demonstrate an ability to analyse, compare and judge the value of the relevant information and then integrate and apply the information in a particular context of the local secondary school;
  4. combine the relevant elements of a positive discipline environment in order to develop a new preventative and reactive strategy that can be implemented in an integrative manner;
  5. to understand and apply the strategy that has been developed; and
  6. the participants should be able to apply the elements of the teaching strategy for self-managed, interactive learning correctly
 
  1. demonstrated a detailed knowledge of the theoretical underpinnings, the types of learners misconduct, the reasons for learner misconduct and the possible preventative and reactive approaches to maintain a positive learning culture and be able to prove an ability to apply these key terms, concepts, facts, principles, rules and theories in learner discipline in practical context of secondary schools;
  2. demonstrated a detailed knowledge of the theoretical underpinnings, the types of learners misconduct, the reasons for learner misconduct and the possible preventative and reactive approaches to maintain a positive learning culture and be able  to prove an ability to apply these key terms, concepts, facts, principles, rules and theories in learner discipline in practical context of secondary schools;
  3. demonstrated a detailed knowledge of the theoretical underpinnings, the types of learners misconduct, the reasons for learner misconduct and the possible preventative and reactive approaches to maintain a positive learning culture and be able to prove an ability to apply these key terms, concepts, facts, principles, rules and theories in learner discipline in practical context of secondary schools;
  4. developed applicable integrated plans as solutions, regarding the management of learner misconduct as well as the development and maintenance of a positive learner discipline, by using suitable preventative and reactive disciplinary methods within the context of types of misconduct and reasons for misconduct;
  5. demonstrated an ability to make decisions and to implement the developed plans appropriately in familiar and new contexts of learners/ discipline in the secondary school, and thus demonstrate an understanding of the relationships between the actions of the individual teacher and the disciplinary structures of the school;
  6. demonstrated an ability to distinguish, interrelate, and describe the professional ethical and theoretical foundations of positive learner discipline in education institutions and thus prove the his/her competence to realise the relevant ethical and professional practices;
  7. demonstrate an ability to develop and communicate the integrated plans by the using appropriate academic, juridical and professional conventions; and
  8. when he/she has demonstrated sufficient management skills and levels of accountability of learning by using the teaching strategy for self-managed, interactive learning successfully

 

Assessment: 
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.

Additional information

V50-100-1
Mode of delivery: 
Distance
Target group: 
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.
Contact us
Name: 
UCE
E-mail: 
Telephone number: 
018 285 2821