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OVERVIEW: POSITIVE INVITATIONAL DISCIPLINE

DISCIPLINE IN EDUCATION: ASSESSING THE POSITIVE INVITATIONAL DISCIPLINE APPROACH SEAKGE HARRY RAMPA Tshwane University of Technology rampash@tut.ac.za. OVERVIEW: POSITIVE INVITATIONAL DISCIPLINE. Much has been written about discipline – However Not about Positive Invitational Discipline

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OVERVIEW: POSITIVE INVITATIONAL DISCIPLINE

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  1. DISCIPLINE IN EDUCATION: ASSESSING THE POSITIVE INVITATIONAL DISCIPLINE APPROACHSEAKGE HARRY RAMPATshwane University of Technologyrampash@tut.ac.za

  2. OVERVIEW: POSITIVE INVITATIONAL DISCIPLINE • Much has been written about discipline – However Not about Positive Invitational Discipline • Positive Invitational Discipline: Non-punitive discipline system that focuses on positive behaviours • Positive Invitational Discipline is underpinned by the: Self-Concept Theory • Self- Concept Theory: How we think of ourselves and how we should think, behave and act out our various life roles • Discipline affects the establishment of a COLTS • No person is born with a self–concept: the role of culture

  3. Positive Invitational Discipline: Cont • From corporal punishment to positive alternative disciplinary approaches: Etymology • Question: How effective is the application of alternative disciplinary approaches leading quality COLTS and Quality of relationships? • Question: What knowledge, skills and competence do teachers have to implement alternative disciplinary approaches? The question of efficacy • Total school environment and culture: Effective interactions of role players

  4. CONCEPTUAL FRAMEWORK • In 1994 the DOE outlawed corporal punishment and introduced alternative disciplinary methods. • Implementation of alternative disciplinary methods met with difficulties and challenges. • Deterioration of COLTS. • Preventative, Supportive and Corrective discipline contributed towards the PID model development. • Question: Are Teachers resisting the implementation of positive [alternative] disciplinary approaches Or are they lacking skills, knowledge and competence?

  5. Conceptual Framework cont.

  6. Design: Case Study Survey: Mpumalanga Province Cluster Sampling: Three Regions -. GertSibande: Middleburg 1 and Witbank 1, 11 111 -. Ehlanzeni: Breyten; Ermelo 1 and 11 Caroline -. Nkangala: Barbeton; Mgwenya; Nelspruit and Malelan Both rural and Urban school that share similar characters and features as other circuits to generalise 333 out of 400 Teachers’ responses -. A quantitative approach -. Official Statistician -. Software package called Stata V10 - . The rankings according to priority for attention

  7. Trend One: Discipline and its influence on the cultureTrend One: Discipline and its influence on COLTS [PRIORITIES FOR ATTENTION] -. School safety. -. School as an orderly working environment. -. Teachers unable to develop a participatory environment.-. Teachers unable to ensure conditions for regular attendance. -. Acceptance of authority and involvement of learners.-. Non existence of Quality Life and Quality of Work Life

  8. TREND TWO : SCHOOL DISCIPLINE • Teachers are unable to set rules to guide learners, to use discipline in the teaching process and to help learners to accept responsibility for their own actions. • Role players: Study indicated no effective co-operation between the school, home and school community. • Inability to understand and implement alternatives to disciplinary approaches

  9. TREND THREE: ALTERNATIVE DISCIPLINARY METHODS Perceptions of alternative disciplinary methods • Educators did not understand these methods and were unable to implement them. • Did not have the required knowledge, skills and methodology for alternative disciplinary implementation. • No co-operation between school and professional services. • Learners new code of conduct non-existence. • Lack of commitment and collegiality among role players

  10. POSITIVE INVITATIONAL DISCIPLINE (PID) FRAMEWORK AGREEMENTS WITH RESPONDENTS • Model involves delegation, open communication and co-operative decision-making process. • Not one size fit all. • Accommodates differentiation and is flexible. • Generalisation: Common Features

  11. POSITIVE INVITATIONAL DISCIPLINE IN THE CLASSROOM Positive Invitational Discipline in the classroom Discipline Planning Discipline standard setting Discipline Implementation and Evaluation Teachers Learners

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