The focus of learner discipline must be on maintaining safe and dignified schooling for learners (Ebrahim, 2018:1). Examples include implementing strategies such as Reward charts; merit and demerit systems; taking away privileges; time outs; detention where learners can do school work and picking up litter are viable options (ibid). Any engagement that makes a learner to learn insight into the wrongful actions like in the case of Thurgood Marshal is acceptable. Thurgood Marshal is an American lawyer who was made to recite the American Constitution every time he misbehaved and ended up knowing it by heart. He later interpreted it and picked some discrimination among the races. That is, this punishment made him decide to be a lawyer to have access to dealing with the malpractices. Also in South Africa, reciting the Code of Conduct during detention might help learners to know the content thoroughly; the do’s and don’ts by heart.
The Department of Basic Education’s discipline policy recommends four approaches for the teacher in the classroom (Davidowitz, 2017:9). Firstly, behaviour modification by giving precise and consistent rules and consequences. Secondly, taking into
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account the learners’ total context or contextual factors such as teacher-learner ratio; poor teaching; underqualified teachers; teacher workloads and family background. Thirdly, a democratic discipline that emphasises the learner participation in the development of rules and consequences. Lastly, community building for socially accountable self-discipline (Davidowitz, 2017:17). According to Pheko and Mosothwane (2017:158) and Davidowitz (2017:17), the reasons for the persistence of poor teacher-learner relationships include lack of knowledge regarding the effective use of alternatives to corporal punishment and the use of power to establish teacher authority. Pheko and Mosothwane (2017:158) point out that those who are successful in managing the behaviour in the classroom maintain good relations with the learners; encourage self-discipline and dignity; involve the parents, learners, peers, teachers and all people who are close to the learner in the learning process.
The SGBs of all schools need to adopt a Code of Conduct for the teachers to develop class rules that are in line with the Code of Conduct. The learners and other stakeholders need to be allowed to participate in the preparation of the Code of Conduct. The SGBs in schools in the Tshwane South District must be functional and be able to execute the duties of adopting the Code of Conduct and setting up tribunals. This would facilitate conducting fair hearings on severe disciplinary case proceedings with regard to suspension and expulsion, in terms of the provision of the SASA of 1996 (DoE, 2011:3).
Guidelines for Policy Development
There are procedures to be followed when developing and implementing policies. These procedures provide an overview of stages to be followed in policy development and implementation (Honig,2006). Policy development involves identifying the need, gathering information, drafting, consulting, finalising and approving a policy, considering whether procedures are required, implementing, monitoring, reviewing, and revising the whole procedure (ibid).
The following steps summarise the key stages involved in developing policies (Honig,2006):
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Identifying the need. Policies can be developed in anticipation of a need. For example, in order to start a school, we need an admissions policy, safety policy, staff recruitment policies and policies that organise teaching and learning as well as policies for services. In response to need identification, a school needs to continually assess its activities, responsibilities and the external environment in order to identify the need for policies and procedures (ELRC, 2003: A-3). This means that the SGB has to contextualise the policies, look for existing templates or examples that they could draw on and also involve the district support officials for guidance. When drafting the policy, they need to ensure that the wording and length or complexity of the policy are appropriate to all stakeholders (ibid).
According to the ELRC (2003: A-3), it is imperative to consult with appropriate stakeholders for the policy to be effectively developed and implemented. The objective of the National Education Policy Act 27 of 1996 cited in the ELRC (ibid) is to provide for the consultations that need to be undertaken before the determination of policy, and the establishment of certain bodies for consultation. Policies are most effective if those affected are consulted. They become supportive and they have the opportunity to consider and discuss the potential implications of the policy. Therefore, the SGB needs to consult and involve the teaching and non-teaching staff, the parents and the learners for the purpose of drafting school policies. The same stakeholders finalise, approve and adopt the policy as theirs (ELRC, 2003: B-35).
The next objective of the Act is to provide for the publication and implementation of the National Education Policy (ELRC, 2003: A-3). This implies that the SGB has to consider whether procedures to be followed are required for distribution and implementation of the school policies (Honig,2006). Volunteer now states that it needs to be considered whether there is a need for clear guidance regarding how the policy will be implemented. For example, a policy regarding receiving complaints will require a set of procedures detailing how complaints will be handled. Who will be responsible for developing these procedures? When will these be done?
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What will be the processes for the whole implementation? That is, how will the policy be communicated and to whom? Is training required to support the implementation among staff and volunteers (ibid)?
According to the ELRC (2003: A-3), monitoring and evaluation of education policies is essential. It is monitoring which reveals the challenges in policy implementation and also indicates if there is a need for support. Monitoring, reviewing and revising are crucial in policy implementation (Honig,2006). On what basis and when will the policy be reviewed and revised is also necessary at that school (ibid). Each stakeholder ought to receive a copy of the Code of Conduct and be consulted when the Code of Conduct is reviewed annually or when any amendments are made (NEPA in ELRC 2003: B-35).