Assignment cover page
Surname and Name:
Student number:
Module name:
Module code:
Assignment:
Unique number:
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DECLARATION
I with student number, Module code
Hereby declares the following:
I understand UNISA’s policy on plagiarism. The examination is my original work
produced by myself. I have dually acknowledged all the other people’s work
(both electronic and print) through the proper referencing techniques as
stipulated in this module.
I have not copied work of others and handed it in as my own. I have also not
made my work available to any fellow students to submit as their own.
, 1) Learners Perspectives on School Discipline
Learners with behavior problems are described as those who behave in ways impinging on
another’s right to learn, instigating off task behavior and those who violate societal norms and
rules (Danforth & Smith, 2005:245; Rosenberg, Wilson, Moheady & Sindel, 1997: 59;
Kourkoutas & Wolhuter, 2013:3). In this light, discipline in a school is said to be the practice
of training people to obey rules and societal norms. Discipline is “a code of controlled
behavior, the orderly management and control of educational practices” (Egwuonwu, 2008:2).
There are different ways of maintaining discipline (Kourkoutas & Wolhuter, 2013). Each way
approaches behavior problems from a different perspective with the aim of helping to rectify
such behavior.
According to Tungata (2006:1), Chepkilot and Kiprop (2011:270), Yuanshan et al. (2011:1),
Maphosa (2011:245) and Clark (2001:1) the incidence of disruptive behavior in schools is
becoming more and more of a challenge for educators. However, even amongst educational
stakeholders, there seems to be disagreement about what discipline entails, what constitutes
disruptive behavior and which strategies are best in terms of dealing with undisciplined
learners. This study explores learners' opinions about school discipline within our specific
context, shedding light on their experiences, perceptions, and suggestions for improvement.
2) Information Generation
Interviewing is the predominant mode of data or information collection in qualitative research.
Researchers obtain information through direct interchange with an individual or a group that
is known or expected to possess the knowledge they seek (DePoy & Gilson 2008: 108). The
interview is a social relationship designed to exchange information between the participant
and the researcher. The quantity and quality of information exchanged depend on how astute
and creative the interviewer is at understanding and managing the relationship (Monette,
Sullivan & DeJong 2005: 178). Seidman (1998: 1) states that one interviews because one is
interested in other people’s stories. All interviews are interactional events, and interviewers
are deeply and unavoidably implicated in creating meanings that ostensibly reside within
participants.
Interviewing techniques and tips for the researcher
During interviewing, the researcher should apply the following interviewing techniques and
tips to ensure an effective interview (Jarbandhan & Schutte 2006: 674; adapted from Seidman
1998: 63–77):
The participant must do 90 per cent of the talking. An interview is not a dialogue. The
whole point is for the participant to tell the story.
Surname and Name:
Student number:
Module name:
Module code:
Assignment:
Unique number:
Number of Pages:
Due date:
DECLARATION
I with student number, Module code
Hereby declares the following:
I understand UNISA’s policy on plagiarism. The examination is my original work
produced by myself. I have dually acknowledged all the other people’s work
(both electronic and print) through the proper referencing techniques as
stipulated in this module.
I have not copied work of others and handed it in as my own. I have also not
made my work available to any fellow students to submit as their own.
, 1) Learners Perspectives on School Discipline
Learners with behavior problems are described as those who behave in ways impinging on
another’s right to learn, instigating off task behavior and those who violate societal norms and
rules (Danforth & Smith, 2005:245; Rosenberg, Wilson, Moheady & Sindel, 1997: 59;
Kourkoutas & Wolhuter, 2013:3). In this light, discipline in a school is said to be the practice
of training people to obey rules and societal norms. Discipline is “a code of controlled
behavior, the orderly management and control of educational practices” (Egwuonwu, 2008:2).
There are different ways of maintaining discipline (Kourkoutas & Wolhuter, 2013). Each way
approaches behavior problems from a different perspective with the aim of helping to rectify
such behavior.
According to Tungata (2006:1), Chepkilot and Kiprop (2011:270), Yuanshan et al. (2011:1),
Maphosa (2011:245) and Clark (2001:1) the incidence of disruptive behavior in schools is
becoming more and more of a challenge for educators. However, even amongst educational
stakeholders, there seems to be disagreement about what discipline entails, what constitutes
disruptive behavior and which strategies are best in terms of dealing with undisciplined
learners. This study explores learners' opinions about school discipline within our specific
context, shedding light on their experiences, perceptions, and suggestions for improvement.
2) Information Generation
Interviewing is the predominant mode of data or information collection in qualitative research.
Researchers obtain information through direct interchange with an individual or a group that
is known or expected to possess the knowledge they seek (DePoy & Gilson 2008: 108). The
interview is a social relationship designed to exchange information between the participant
and the researcher. The quantity and quality of information exchanged depend on how astute
and creative the interviewer is at understanding and managing the relationship (Monette,
Sullivan & DeJong 2005: 178). Seidman (1998: 1) states that one interviews because one is
interested in other people’s stories. All interviews are interactional events, and interviewers
are deeply and unavoidably implicated in creating meanings that ostensibly reside within
participants.
Interviewing techniques and tips for the researcher
During interviewing, the researcher should apply the following interviewing techniques and
tips to ensure an effective interview (Jarbandhan & Schutte 2006: 674; adapted from Seidman
1998: 63–77):
The participant must do 90 per cent of the talking. An interview is not a dialogue. The
whole point is for the participant to tell the story.
