GÉNERO GRAMATICAL Y SUS CONCORDANCIAS

4.2.6.1 Data gathered from Questionnaires

The question below was posed to the learners to get their opinion on what the SGB of their particular school could do to improve the state of discipline.

Learners: What do you think the SGB can do to improve the state of discipline at your school?

4.2.6.1.1 School A

The respondents to this question had different views of what the SGB could do to improve discipline at their school. One of the issues respondents felt strongly about, was the perceived absence of members of the SGB at their school. They felt that “members must be more visible” and in the process became “more involved in the daily school activities”. Some of the tasks suggested that SGB parents could assume, included:

“….. counselling of learners with behaviour problems.”

“….. supervision in classrooms.”

“….. managing some of our daily activities.”

“….. creating more extra-mural activities.”

“..… hold meetings explaining to us of the Code of Conduct.”

“….. creating a more learner friendly space.”

Respondents also felt strongly that they needed to know and understand the purpose of the SGB as well as who the people were who must assist educators, who were clearly not able to manage the discipline of the school on their own.

4.2.6.1.2 School B

Respondents at this school offered a variety of ideas and measures the SGB could implement to improve and maintain discipline. The majority of respondents agreed that the existing situation was unacceptable and that discipline needed to be improved. One of the sentiments that emerged very strongly, was that more harsh methods were required to discipline misbehaving learners. Some of the respondents suggested methods such as “expelling of learners” and the “re-introduction of corporal punishment”. Members of the SGB must also “make all of us more aware of our own responsibility towards good discipline” and must “implement more effective methods in disciplining those who do not toe the line”. The SGB must also “consider using abnormal methods of punishment”, read one of the remarks, but this learner did not elaborate or give any examples. Other measures to be implemented by SGBs, included, “involving student leaders to present our opinions regarding possible solutions”; “more extra-mural activities”; “rehab classes”; and “community service for guilty learners”.

4.2.6.1.3 School C

The provision of more extramural activities was one of the most popular suggestions for curbing bad behaviour that emerged from responses at School C. Most respondents maintained that they were largely unoccupied during their free time. Having facilities such as a library or playing different sports would

“keep them away from doing bad things on the school grounds”. This sums up the general sentiment of learners. Interesting was that respondents did not mention the role of the SGB per sé in getting the mentioned facilities.

4.2.6.1.4 School D

Participants at School D responded with vigor to this question, expressing strong feelings such as:

“… strict enforcement of the Code of Conduct.”

“… suspension and expulsion.”

“… corporal punishment.”

“Bring in security guards and police for drug users.”

“… SGB members checking corridors and toilets.”

“Get rid of rude learners.”

“Tackle problem learners immediately”.

“The SGB must appeal to the Department of Education for permission to expel serious behaviour transgressors without consulting with it (DoE).”

The “lack of recreational facilities” could also be investigated by the SGB in an attempt to get learners to engage in positive extramural activities. Cleaning the school premises and repairing damages were also suggested as punishment, while it was also suggested that the SGB should be more visible on the school premises.

4.2.6.1.5 Interpretation

Learners at School A very clearly pointed out that the perceived absence of the SGB in the school was one of the reasons why learners persisted in their inappropriate behaviour. The mere presence of parents in a position of authority at the school may well have a positive influence on learners’ behaviour. Interestingly enough, the learners acknowledged that they needed adults, in this case their parents, to guide them in their behaviour. Learners furthermore indicated that the importance of the Code of Conduct was underestimated by the SGB and that its finer details must be explained to the learners and enforced as a matter of urgency, as clarity on all aspects of the Code of Conduct would serve to guide the learners in their behaviour.

Respondents at School B regarded the improvement of discipline at their school as a matter of urgency. Their responses on possible disciplinary strategies revealed their desperation to see an improvement in discipline at their school. The learners regarded the involvement of the SGB as pivotal in improving the behaviour of learners, yet at the same time, they felt that they as learners should have a say during discussions on how to improve discipline.

The poor physical condition of buildings, vandalised classroom interiors and run-down recreational facilities at School C were regarded as the main reasons why discipline was in such poor state. Learners cited boredom as one of the reasons why they engaged in behaviour that was not appropriate. Many learners argued that the SGB must work towards providing facilities so that they could entertain themselves when free time did occur during the school day.

The poor disciplinary situation that prevailed at School D had reached breaking point and had deteriorated into a matter of desperate urgency before strong intervention was taken. Learners expressed the need for drastic measures, such as the reintroduction of corporal punishment into schools, which emphasised their desire to see change. According to them, more harsh punishment enforced by the SGB would encourage good discipline among

learners. Many also felt that the SGB must obtain the involvement of the Department of Education, because the SGB did not have enough power to enforce certain decisions, like the expulsion of learners that behaved atrociously.

From all the before said it became clear that learners had no clear idea of the role and power of members of the SGBs. The learners took it for granted that all SGB members will be free and available at all times.

4.2.7 Comparison between selected schools

Learners from the different schools were in agreement that the parents serving on the school governing bodies must definitely become more involved in various activities at their respective schools, such as supervision in classrooms, providing extramural activities and counselling problematic learners.

Schools A, B and C, where the parents serving on the SGBs were not involved in the schools’ other activities, will continue to struggle with disciplinary problems unless parents change their attitude towards their commitment to their children and the schools. At School D, change immediately occurred after a collective effort from learners, educators and parent SGB members, in conjunction with the Department of Education. It was especially the extra efforts by parent SGB members that sent out the message to learners that the school should be a place of learning and teaching.