2023
RCE2601 ASSIGNMENT 2
2023
, PART A
QUESTION 1
"Exploring South African Teachers' Perspectives on Student Discipline in Public Schools"
Discipline in the classroom is globally considered a norm, ensuring the functionality of
education in both public and private schools. The teacher is central to maintaining a
classroom environment that enables learning and teaching (Clunies-Ross, Little &
Kienhuis, 2008:694); also protecting children from harm or danger (Allen, 2010:6; Baker,
2005:52; Pane, 2010:90). While classrooms are characterised by harmony, sporadic
incidence of chaos and ill-discipline do occur. Learners who lack discipline are often those
who yearn for attention - whether it be from teacher, parents or peers. The role of the
teacher is essentially to establish acceptable behaviour parameters, underpinned by
mutual respect, dignity, and tolerance for diversity, to mention a few (Tomlinson &
Imbeau, 2010:74).
In some jurisdictions, teachers act in loco parentis, which means that in the classroom
context, the teacher fulfils the role of the parent of each of their learners. According to
Mitchell, Crowson and Shipps (2011:09) parents accede to teachers the right to instil
discipline and to ensure the safety of learners while they are in their care. Universally,
these two principles are viewed as the basis of teachers' professionalism. Loco
parentis augments the pedagogical relationship between teacher and learner, which must
thrive in order to achieve the educational imperatives (Mokhele, 2006:149). Citing
Spaulding (1992), Mokhele (2006) further stresses that teaching is nothing if not about
the formation of relationships. However, the recent surge of attacks on teachers by their
learners challenges the concept of loco parentis (Bowden, 2007:472; Stuart, 2009; Thijs,
Koomen & Van der Leij, 2008:244). Recent incidents covered by local media include a
learner caught on camera attacking a teacher with a broom (Ngobeni, 2013), and the
shooting of a teacher (Pretoria News, 2013). Such attacks have an impact on the safety
of teachers and their ability to enforce discipline and create a safe and caring environment
for learners. In addition, such attacks disempower teachers in their role as
QUESTION 2 Context:
The article "South African public school teachers' Views on the Right to discipline students" aims to
investigate the views of public school teachers in South Africa on their right to discipline students. The
context of the study is important to understand because discipline has been a persistent issue in South
African public schools. The legacy of apartheid, poverty, and social inequality has made it difficult for
teachers to maintain discipline in the classroom, leading to a deterioration in the quality of education.
In response, the South African government has developed a range of policies and guidelines to help
teachers maintain discipline in the classroom. However, there has been limited research on how these
policies are perceived by teachers and the extent to which they are implemented. Problem Statement:
The article's problem statement is critical because it highlights the need to understand how public
school teachers in South Africa perceive their right to discipline students. The problem statement
challenges the assumption that discipline is solely the responsibility of the teacher. By investigating
how teachers perceive their right to discipline, the article seeks to draw attention to other factors that
impact discipline, such as student behavior, parental involvement, and social and economic inequality.
Thus, the problem statement is rooted in a critical perspective that recognizes the complexity of the
issue and seeks to explore the underlying factors that contribute to the problem. In summary, the
context and problem statement of the article are critical in the sense that they challenge assumptions
and highlight the complexities of the issue. The article recognizes that discipline is not solely the
RCE2601 ASSIGNMENT 2
2023
, PART A
QUESTION 1
"Exploring South African Teachers' Perspectives on Student Discipline in Public Schools"
Discipline in the classroom is globally considered a norm, ensuring the functionality of
education in both public and private schools. The teacher is central to maintaining a
classroom environment that enables learning and teaching (Clunies-Ross, Little &
Kienhuis, 2008:694); also protecting children from harm or danger (Allen, 2010:6; Baker,
2005:52; Pane, 2010:90). While classrooms are characterised by harmony, sporadic
incidence of chaos and ill-discipline do occur. Learners who lack discipline are often those
who yearn for attention - whether it be from teacher, parents or peers. The role of the
teacher is essentially to establish acceptable behaviour parameters, underpinned by
mutual respect, dignity, and tolerance for diversity, to mention a few (Tomlinson &
Imbeau, 2010:74).
In some jurisdictions, teachers act in loco parentis, which means that in the classroom
context, the teacher fulfils the role of the parent of each of their learners. According to
Mitchell, Crowson and Shipps (2011:09) parents accede to teachers the right to instil
discipline and to ensure the safety of learners while they are in their care. Universally,
these two principles are viewed as the basis of teachers' professionalism. Loco
parentis augments the pedagogical relationship between teacher and learner, which must
thrive in order to achieve the educational imperatives (Mokhele, 2006:149). Citing
Spaulding (1992), Mokhele (2006) further stresses that teaching is nothing if not about
the formation of relationships. However, the recent surge of attacks on teachers by their
learners challenges the concept of loco parentis (Bowden, 2007:472; Stuart, 2009; Thijs,
Koomen & Van der Leij, 2008:244). Recent incidents covered by local media include a
learner caught on camera attacking a teacher with a broom (Ngobeni, 2013), and the
shooting of a teacher (Pretoria News, 2013). Such attacks have an impact on the safety
of teachers and their ability to enforce discipline and create a safe and caring environment
for learners. In addition, such attacks disempower teachers in their role as
QUESTION 2 Context:
The article "South African public school teachers' Views on the Right to discipline students" aims to
investigate the views of public school teachers in South Africa on their right to discipline students. The
context of the study is important to understand because discipline has been a persistent issue in South
African public schools. The legacy of apartheid, poverty, and social inequality has made it difficult for
teachers to maintain discipline in the classroom, leading to a deterioration in the quality of education.
In response, the South African government has developed a range of policies and guidelines to help
teachers maintain discipline in the classroom. However, there has been limited research on how these
policies are perceived by teachers and the extent to which they are implemented. Problem Statement:
The article's problem statement is critical because it highlights the need to understand how public
school teachers in South Africa perceive their right to discipline students. The problem statement
challenges the assumption that discipline is solely the responsibility of the teacher. By investigating
how teachers perceive their right to discipline, the article seeks to draw attention to other factors that
impact discipline, such as student behavior, parental involvement, and social and economic inequality.
Thus, the problem statement is rooted in a critical perspective that recognizes the complexity of the
issue and seeks to explore the underlying factors that contribute to the problem. In summary, the
context and problem statement of the article are critical in the sense that they challenge assumptions
and highlight the complexities of the issue. The article recognizes that discipline is not solely the
