Methods applied in the interest of managing student misconduct has been categorised into reactive and preventative methods. Reactive methods applied in the interest of managing student misconduct may include reprimands, oral and written warnings, detention, additional work, discussion with parents, withholding privileges, disciplinary hearings, suspensions and expulsions (§ 2.4.1).
Preventative methods applied in the interest of managing student misconduct may include effective lesson preparation, collaboration with health and welfare organisations and intercultural awareness programmes (§ 2.4.2.1 – 2.4.2.5).
When managing student misconduct legal implications exist that is important to consider. Sources of law in South Africa to consider are legislation, common law and case law (§ 2.5.1 – 2.5.3).Furthermore, any disciplinary laws, rules and action need to be consistent with the Constitution (§ 2.5.1).
Methods applied in the interest of managing student misconduct have been ranked and summarised in Table 19 below.
Table 19: Management of student misconduct ranked
Ranking Methods applied in the interest of managing student
misconduct Mean
Standard deviation 1 Lecturer promotes a supportive, friendly classroom
atmosphere 2.93 1.022
2 Good subject knowledge of lecturer 2.88 1.004
3 Proper lesson preparation by lecturer 2.79 1.050
4 Positive lecturer-student relationships 2.77 1.087
5 Verbal and written warnings 2.58 1.070
6 Using disciplinary procedure 2.54 1.093
7 Drafting of classroom rules 2.21 0.991
8 Lecturer privately communicates with unruly students 2.16 1.038 9 Student participation in drafting classroom rules 2.16 1.031 10 Referring unruly students to campus manager 2.15 1.045 11 Discussion with unruly students’ parents 2.02 0.979
12 Reprimand unruly students 1.98 0.963
Figure 7: Methods applied in the interest of managing student misconduct ranked
Lecturer promotes a supportive, friendly classroom atmosphere
Promoting a supportive friendly classroom atmosphere was ranked first (mean = 2.93) as the most effective method for managing student misconduct. Optimal mediation of learning is only possible if a classroom atmosphere of support, friendliness and high expectations exists (§ 2.4.2.2).
A supportive, friendly classroom atmosphere encourages feelings of safety and belonging in students, which helps students to relax and learn optimally (§2.4.2.3). Well-defined institutional policies, discipline, motivation, and the creation of critical and creative thinking all contribute to a warm, supportive environment (§ 2.4.2.2). A warm, supportive classroom environment encourages student cooperation and motivation by creating a feeling of belonging.
Good subject knowledge of lecturer
Good subject knowledge of lecturer was ranked second (mean = 2.88) as the second most effective method applied in the interest of managing student misconduct. Lecturers who possess academic qualifications and workplace experience may have the desired knowledge to provide in-depth lessons and elaborate on facts shared in class (§ 2.3.2.2).
In contrast, lack of academic qualifications may result in poor subject knowledge and lessons that are void of in-depth knowledge and examples. Workplace qualifications and experience may enable lecturers to translate theory into practice during lessons (§ 2.3.2.4).Lecturers’ workplace experience therefore is an important aspect in planning interesting lessons with a variety of real-life examples. Interesting, well-prepared lessons discourage student misconduct by capturing the attention of students and keep them occupied.
0 0.5 1 1.5 2 2.5 3 3.5
Proper lesson preparation by lecturer
Proper lesson preparation was ranked third (mean = 2.79) and the third most effective method for managing student misconduct. Research has proven proper lesson preparation to be a very effective preventative method for managing student misconduct. A well-prepared lesson may demand good subject knowledge as well as a teaching qualification of lecturers, and consists of a variety of teaching and learning activities that engages students (§ 2.4.2.1). A variety of teaching and learning activities keep students interested and occupied, which reduces boredom and frustration, which could lead to student misconduct.
Positive lecturer-student relationships
Positive lecturer-student relationships was ranked fourth (mean = 2.77) and fourth most effective method for managing student misconduct. Lecturers who maintain positive relationships with students not only earn their trust, but also set them at ease so that their brain becomes receptive to receive information (§ 2.4.2.3). Positive lecturer-student relationships satisfy lower-level needs such as the need for safety and security, belonging needs and esteem needs. When lower-level needs are satisfied, students are motivated to further their education (§ 2.3.3.6) and be focussed on their work instead of transgressing institutional rules.
Verbal and written warnings
Using verbal and written warnings was ranked fifth (mean = 2.58) as the fifth most effective method for managing student misconduct. When students become deliberate (§ 4.4.2.1) or indifferent (§ 4.4.2.3) a firmer approach to student discipline is needed. When students persist with ordinary forms of misconduct or become guilty of serious misconduct they may be issued with verbal and written warnings. It is, however, critical that the rules of natural justice be considered (§ 2.5.2). Using verbal and written warnings is the first steps to initiate the disciplinary procedure.
Using disciplinary procedure
Using the disciplinary procedure was ranked sixth (mean = 2.54) and the sixth most effective method for managing student misconduct. The rules of natural justice and the student code of conduct should be taken into account when using the disciplinary procedure (§ 2.5.1 – 2.5.2). If the rules of natural justice are not honoured, the outcome of a disciplinary hearing may be declared invalid in a court of law.
Drafting of classroom rules
Drafting of classroom rules was ranked seventh (mean = 2.21) and the seventh most effective method for managing student misconduct. Drafting classroom rules helps students understand the difference between acceptable and unacceptable behaviour. A set of classroom rules sets boundaries for students to know when to expect consequences for their actions (§ 2.4.2.6).
Lecturer privately communicates with unruly students
Lecturers privately communicating with unruly students was ranked eighth (mean = 2.16) and eighth most effective method for managing student misconduct. Privately communicating with unruly students prevents disruption of lessons and creation of an incident in the presence of other students. Privately communicating with disruptive students also provides an opportunity for lecturers to establish factors leading to the behaviour and prevents embarrassing students in the presence of their peers (§ 2.4.1).
Student participation in drafting classroom rules
Student participation in drafting classroom rules was ranked ninth (mean = 2.16) and ninth most effective method for managing student misconduct. Students who participate in setting classroom rules develop a sense of ownership and feel that their opinions matter (§ 2.4.2.6).
Referring unruly students to the campus manager
Referring students to the campus manager was ranked tenth (mean = 2.15) and tenth most effective method for managing student misconduct. Campus managers are ultimately responsible for maintaining discipline on campuses (§ 2.5.1). It is expected of campus managers to investigate serious forms of student misconduct and to issue a notice to attend a disciplinary hearing within 48 hours. Campus managers may also remove students who, in the campus manager’s opinion, present a risk to the safety of other students or staff.
Discussion with unruly students’ parents
Discussion with unruly students’ parents was ranked eleventh (mean = 2.02). Parents have a direct influence on the discipline of their children. Parents know their children on a more personal level and understand their children’s behaviour. It may therefore be advantageous to make use of the help of parents when disciplining students (§ 2.4.1).
Reprimand unruly students
Reprimand unruly students was ranked twelfth (mean = 1.98). Reprimanding unruly students may disturb lessons and draw attention to unruly students. Talking to unruly students privately not only prevents drawing attention to disruptive students but also provides an
opportunity for lecturers to determine factors leading to misconduct. Reprimanding students is a reactive method for managing student misconduct (§ 2.4.1).
Isolate unruly students from group
Isolate students from the group was ranked thirteenth (mean = 1.90). It may have a positive influence on the rest of a class to isolate a disruptive student from the group in order to prevent the ill behaviour from spreading. To isolate an unruly student from other students is a reactive method for managing student misconduct (§ 2.4.1).