CHAPTER IAPPROPRIATE INTERVATION AS A TEACHER BY THE SCHOOL LEARNERSINTRODUCTIONIn 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 majorconcern 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 punishmentand control, an urgent need arose to deal with behavior issues in innovative ways.The new approach to positive behavioral support represents ashift 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 theSouth African Constitution, the South African Schools Act andthe specific outcomes of the National Curriculum Statementwhich give priority to the concept of responsibilityFor the past 5 years, the EMDC Metropole North has beeninvolved in an intensive training program for educators witha view to improving the management of discipline and skills.Provide this student with a quiet, distraction free area for quiet study time andtest-taking.
It is the responsibility of the teacher to take the initiative to privately anddiscretely (do not draw peer attention to the student) “send” this student to a quiet,distraction-free room/area for each testing session. It is important to assure that oncethe student begins a task requiring a quiet, distraction-free environment that nointerruptions be permitted until the student is finished.Always seat this student near the source of instruction and/or stand near student whengiving instructions in order to help the student by reducing barriers and distractionsbetween him and the lesson. For this reason it is important to encourage the student tosit near positive role models to ease the distractions from other students withchallenging or diverting behaviors.In order to reduce distractions, computers and other equipment with audio functionsoperated in this student??™s classroom or designated work areas must be used withearphones to eliminate the sound being broadcast into the classroom or designatedwork area.Always seat this student in a low-distraction work area in the classroomPrepare the student in preparing for the end of the day and going supervise the student??™s books bag for necessary items needed for homework.The goal of independence will be achieved when appropriate supports are consistentlyprovided for and during all longer projects so the student can gradually developindependence, learn to master time management, learn better to plan ahead, and feel incontrol and comfortable; and so fall-out of things remembered at the last moment issignificantly reduced.The teachers were also empowered to be in charge in the classroom, but in a hostile or authoritarian manner.
The research indicates that teachers are uncertain how to relate to the learners and still maintain discipline in the classrooms. After the abolition of corporal punishment, teachers were expected to relate to learners in a friendly way and to establish a more relaxed atmosphere. But some teachers were afraid to encourage personal relationships with their learners, fearing that this would lead to a loss of authority in the classrooms.
Positive teacher??“learner relationships have the potential of creating a conducive learning environment in the classroom and will determine whether or not a learner can It is believed that in a relationship of trust positive educative learning can be achieved. Therefore, favourable relationships can and must be established in the classroom