Classroom management for optimal learning in a context of shared instructional leadership
Abstract A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary s...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Hettie M van der Merwe [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Afrikaans ; Englisch |
| Erschienen: |
2016 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Koers : Bulletin for Christian Scholarship - Scriber Editorial Systems, 2013, 81(2016), 1 |
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| Übergeordnetes Werk: |
volume:81 ; year:2016 ; number:1 |
| Links: |
Link aufrufen |
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| DOI / URN: |
10.19108/KOERS.81.1.2259 |
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| Katalog-ID: |
DOAJ065187377 |
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| 520 | |a Abstract A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary schools in Gauteng, KwaZulu-Natal and Northwest Province. The findings show that functional arrangements in the classroom brought about by rules of conduct democratically determined engender an environment of consideration. The development of a caring environment and the fostering of a philosophy of respect create a sense of belonging that motivates learning engagement. Teachers who strive to be subject experts and who arrange classroom space and activities in such a way to involve all pupils in active participation contribute to self-realisation. A main limitation to classroom management is the lack of providing sufficiently for the learning needs of gifted pupils. The findings contribute to the discourse on classroom management for the sake of optimal learning. Key concepts: shared instructional leadership, functional arrangements, caring environment, philosophy of respect, sense of belonging, professional conduct Opsomming ‘n Groterwordende getal kundiges koppel klaskamerbestuur aan effektiewe onderrig en leer. Hierdie artikel kyk na die ‘wat’ van klaskamerbestuur wat tot optimale leer bydra. ‘n Kwalitatiewe ondersoek gebaseer op individuele onderhoudvoering is by drie laerskole in Gauteng, KwaZulu-Natal en die Noord-Wes provinsie onderneem. Die bevindings dui daarop dat funksionele reëlings in die klaskamer, wat deur gedragsreëls wat demokraties bepaal is teweeggebring word, ’n konsidererende omgewing tot gevolg het. Die ontwikkeling van ’n omgewing van omgee en die kweek van ’n filosofie van repek lei tot die skep van ’n gevoel van behoort wat leerbetrokkenheid aanmoedig. Onderwysers wat daarna streef om vakspesialiste te wees en wat klaskamerruimte en aktiwiteite op sodanige wyse reël dat alle leerlinge aktief betrokke is, dra tot selfverwesenliking by. ‘n Belangrike leemte met klaskamerbestuur is die in gebreke bly om genoegsaam in die leerbehoeftes van begaafde leerlinge te voorsien. Die bevindings dra by tot die diskoers oor klaskamerbestuur ter wille van optimale leer. Kernbegrippe: gedeelde onderrigleierskap, funksionele reëlings, omgewing van omgee, filosofie van respek, gevoel van behoort, professionele gedrag https://doi.org/10.19108/KOERS.81.1.2259 | ||
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10.19108/KOERS.81.1.2259 doi (DE-627)DOAJ065187377 (DE-599)DOAJf6040297ad434c35ab16a9165149cad2 DE-627 ger DE-627 rakwb afr eng BV1-5099 BV4625-4780 Hettie M van der Merwe verfasserin aut Classroom management for optimal learning in a context of shared instructional leadership 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary schools in Gauteng, KwaZulu-Natal and Northwest Province. The findings show that functional arrangements in the classroom brought about by rules of conduct democratically determined engender an environment of consideration. The development of a caring environment and the fostering of a philosophy of respect create a sense of belonging that motivates learning engagement. Teachers who strive to be subject experts and who arrange classroom space and activities in such a way to involve all pupils in active participation contribute to self-realisation. A main limitation to classroom management is the lack of providing sufficiently for the learning needs of gifted pupils. The findings contribute to the discourse on classroom management for the sake of optimal learning. Key concepts: shared instructional leadership, functional arrangements, caring environment, philosophy of respect, sense of belonging, professional conduct Opsomming ‘n Groterwordende getal kundiges koppel klaskamerbestuur aan effektiewe onderrig en leer. Hierdie artikel kyk na die ‘wat’ van klaskamerbestuur wat tot optimale leer bydra. ‘n Kwalitatiewe ondersoek gebaseer op individuele onderhoudvoering is by drie laerskole in Gauteng, KwaZulu-Natal en die Noord-Wes provinsie onderneem. Die bevindings dui daarop dat funksionele reëlings in die klaskamer, wat deur gedragsreëls wat demokraties bepaal is teweeggebring word, ’n konsidererende omgewing tot gevolg het. Die ontwikkeling van ’n omgewing van omgee en die kweek van ’n filosofie van repek lei tot die skep van ’n gevoel van behoort wat leerbetrokkenheid aanmoedig. Onderwysers wat daarna streef om vakspesialiste te wees en wat klaskamerruimte en aktiwiteite op sodanige wyse reël dat alle leerlinge aktief betrokke is, dra tot selfverwesenliking by. ‘n Belangrike leemte met klaskamerbestuur is die in gebreke bly om genoegsaam in die leerbehoeftes van begaafde leerlinge te voorsien. Die bevindings dra by tot die diskoers oor klaskamerbestuur ter wille van optimale leer. Kernbegrippe: gedeelde onderrigleierskap, funksionele reëlings, omgewing van omgee, filosofie van respek, gevoel van behoort, professionele gedrag https://doi.org/10.19108/KOERS.81.1.2259 shared instructional leadership functional arrangements caring environment philosophy of respect sense of belonging professional conduct Practical Theology Moral theology In Koers : Bulletin for Christian Scholarship Scriber Editorial Systems, 2013 81(2016), 1 (DE-627)387481478 (DE-600)2145751-7 23048557 nnns volume:81 year:2016 number:1 https://doi.org/10.19108/KOERS.81.1.2259 kostenfrei https://doaj.org/article/f6040297ad434c35ab16a9165149cad2 kostenfrei https://www.koersjournal.org.za/index.php/koers/article/view/2259 kostenfrei https://doaj.org/toc/0023-270X Journal toc kostenfrei https://doaj.org/toc/2304-8557 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 81 2016 1 |
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10.19108/KOERS.81.1.2259 doi (DE-627)DOAJ065187377 (DE-599)DOAJf6040297ad434c35ab16a9165149cad2 DE-627 ger DE-627 rakwb afr eng BV1-5099 BV4625-4780 Hettie M van der Merwe verfasserin aut Classroom management for optimal learning in a context of shared instructional leadership 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary schools in Gauteng, KwaZulu-Natal and Northwest Province. The findings show that functional arrangements in the classroom brought about by rules of conduct democratically determined engender an environment of consideration. The development of a caring environment and the fostering of a philosophy of respect create a sense of belonging that motivates learning engagement. Teachers who strive to be subject experts and who arrange classroom space and activities in such a way to involve all pupils in active participation contribute to self-realisation. A main limitation to classroom management is the lack of providing sufficiently for the learning needs of gifted pupils. The findings contribute to the discourse on classroom management for the sake of optimal learning. Key concepts: shared instructional leadership, functional arrangements, caring environment, philosophy of respect, sense of belonging, professional conduct Opsomming ‘n Groterwordende getal kundiges koppel klaskamerbestuur aan effektiewe onderrig en leer. Hierdie artikel kyk na die ‘wat’ van klaskamerbestuur wat tot optimale leer bydra. ‘n Kwalitatiewe ondersoek gebaseer op individuele onderhoudvoering is by drie laerskole in Gauteng, KwaZulu-Natal en die Noord-Wes provinsie onderneem. Die bevindings dui daarop dat funksionele reëlings in die klaskamer, wat deur gedragsreëls wat demokraties bepaal is teweeggebring word, ’n konsidererende omgewing tot gevolg het. Die ontwikkeling van ’n omgewing van omgee en die kweek van ’n filosofie van repek lei tot die skep van ’n gevoel van behoort wat leerbetrokkenheid aanmoedig. Onderwysers wat daarna streef om vakspesialiste te wees en wat klaskamerruimte en aktiwiteite op sodanige wyse reël dat alle leerlinge aktief betrokke is, dra tot selfverwesenliking by. ‘n Belangrike leemte met klaskamerbestuur is die in gebreke bly om genoegsaam in die leerbehoeftes van begaafde leerlinge te voorsien. Die bevindings dra by tot die diskoers oor klaskamerbestuur ter wille van optimale leer. Kernbegrippe: gedeelde onderrigleierskap, funksionele reëlings, omgewing van omgee, filosofie van respek, gevoel van behoort, professionele gedrag https://doi.org/10.19108/KOERS.81.1.2259 shared instructional leadership functional arrangements caring environment philosophy of respect sense of belonging professional conduct Practical Theology Moral theology In Koers : Bulletin for Christian Scholarship Scriber Editorial Systems, 2013 81(2016), 1 (DE-627)387481478 (DE-600)2145751-7 23048557 nnns volume:81 year:2016 number:1 https://doi.org/10.19108/KOERS.81.1.2259 kostenfrei https://doaj.org/article/f6040297ad434c35ab16a9165149cad2 kostenfrei https://www.koersjournal.org.za/index.php/koers/article/view/2259 kostenfrei https://doaj.org/toc/0023-270X Journal toc kostenfrei https://doaj.org/toc/2304-8557 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 81 2016 1 |
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10.19108/KOERS.81.1.2259 doi (DE-627)DOAJ065187377 (DE-599)DOAJf6040297ad434c35ab16a9165149cad2 DE-627 ger DE-627 rakwb afr eng BV1-5099 BV4625-4780 Hettie M van der Merwe verfasserin aut Classroom management for optimal learning in a context of shared instructional leadership 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary schools in Gauteng, KwaZulu-Natal and Northwest Province. The findings show that functional arrangements in the classroom brought about by rules of conduct democratically determined engender an environment of consideration. The development of a caring environment and the fostering of a philosophy of respect create a sense of belonging that motivates learning engagement. Teachers who strive to be subject experts and who arrange classroom space and activities in such a way to involve all pupils in active participation contribute to self-realisation. A main limitation to classroom management is the lack of providing sufficiently for the learning needs of gifted pupils. The findings contribute to the discourse on classroom management for the sake of optimal learning. Key concepts: shared instructional leadership, functional arrangements, caring environment, philosophy of respect, sense of belonging, professional conduct Opsomming ‘n Groterwordende getal kundiges koppel klaskamerbestuur aan effektiewe onderrig en leer. Hierdie artikel kyk na die ‘wat’ van klaskamerbestuur wat tot optimale leer bydra. ‘n Kwalitatiewe ondersoek gebaseer op individuele onderhoudvoering is by drie laerskole in Gauteng, KwaZulu-Natal en die Noord-Wes provinsie onderneem. Die bevindings dui daarop dat funksionele reëlings in die klaskamer, wat deur gedragsreëls wat demokraties bepaal is teweeggebring word, ’n konsidererende omgewing tot gevolg het. Die ontwikkeling van ’n omgewing van omgee en die kweek van ’n filosofie van repek lei tot die skep van ’n gevoel van behoort wat leerbetrokkenheid aanmoedig. Onderwysers wat daarna streef om vakspesialiste te wees en wat klaskamerruimte en aktiwiteite op sodanige wyse reël dat alle leerlinge aktief betrokke is, dra tot selfverwesenliking by. ‘n Belangrike leemte met klaskamerbestuur is die in gebreke bly om genoegsaam in die leerbehoeftes van begaafde leerlinge te voorsien. Die bevindings dra by tot die diskoers oor klaskamerbestuur ter wille van optimale leer. Kernbegrippe: gedeelde onderrigleierskap, funksionele reëlings, omgewing van omgee, filosofie van respek, gevoel van behoort, professionele gedrag https://doi.org/10.19108/KOERS.81.1.2259 shared instructional leadership functional arrangements caring environment philosophy of respect sense of belonging professional conduct Practical Theology Moral theology In Koers : Bulletin for Christian Scholarship Scriber Editorial Systems, 2013 81(2016), 1 (DE-627)387481478 (DE-600)2145751-7 23048557 nnns volume:81 year:2016 number:1 https://doi.org/10.19108/KOERS.81.1.2259 kostenfrei https://doaj.org/article/f6040297ad434c35ab16a9165149cad2 kostenfrei https://www.koersjournal.org.za/index.php/koers/article/view/2259 kostenfrei https://doaj.org/toc/0023-270X Journal toc kostenfrei https://doaj.org/toc/2304-8557 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 81 2016 1 |
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10.19108/KOERS.81.1.2259 doi (DE-627)DOAJ065187377 (DE-599)DOAJf6040297ad434c35ab16a9165149cad2 DE-627 ger DE-627 rakwb afr eng BV1-5099 BV4625-4780 Hettie M van der Merwe verfasserin aut Classroom management for optimal learning in a context of shared instructional leadership 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary schools in Gauteng, KwaZulu-Natal and Northwest Province. The findings show that functional arrangements in the classroom brought about by rules of conduct democratically determined engender an environment of consideration. The development of a caring environment and the fostering of a philosophy of respect create a sense of belonging that motivates learning engagement. Teachers who strive to be subject experts and who arrange classroom space and activities in such a way to involve all pupils in active participation contribute to self-realisation. A main limitation to classroom management is the lack of providing sufficiently for the learning needs of gifted pupils. The findings contribute to the discourse on classroom management for the sake of optimal learning. Key concepts: shared instructional leadership, functional arrangements, caring environment, philosophy of respect, sense of belonging, professional conduct Opsomming ‘n Groterwordende getal kundiges koppel klaskamerbestuur aan effektiewe onderrig en leer. Hierdie artikel kyk na die ‘wat’ van klaskamerbestuur wat tot optimale leer bydra. ‘n Kwalitatiewe ondersoek gebaseer op individuele onderhoudvoering is by drie laerskole in Gauteng, KwaZulu-Natal en die Noord-Wes provinsie onderneem. Die bevindings dui daarop dat funksionele reëlings in die klaskamer, wat deur gedragsreëls wat demokraties bepaal is teweeggebring word, ’n konsidererende omgewing tot gevolg het. Die ontwikkeling van ’n omgewing van omgee en die kweek van ’n filosofie van repek lei tot die skep van ’n gevoel van behoort wat leerbetrokkenheid aanmoedig. Onderwysers wat daarna streef om vakspesialiste te wees en wat klaskamerruimte en aktiwiteite op sodanige wyse reël dat alle leerlinge aktief betrokke is, dra tot selfverwesenliking by. ‘n Belangrike leemte met klaskamerbestuur is die in gebreke bly om genoegsaam in die leerbehoeftes van begaafde leerlinge te voorsien. Die bevindings dra by tot die diskoers oor klaskamerbestuur ter wille van optimale leer. Kernbegrippe: gedeelde onderrigleierskap, funksionele reëlings, omgewing van omgee, filosofie van respek, gevoel van behoort, professionele gedrag https://doi.org/10.19108/KOERS.81.1.2259 shared instructional leadership functional arrangements caring environment philosophy of respect sense of belonging professional conduct Practical Theology Moral theology In Koers : Bulletin for Christian Scholarship Scriber Editorial Systems, 2013 81(2016), 1 (DE-627)387481478 (DE-600)2145751-7 23048557 nnns volume:81 year:2016 number:1 https://doi.org/10.19108/KOERS.81.1.2259 kostenfrei https://doaj.org/article/f6040297ad434c35ab16a9165149cad2 kostenfrei https://www.koersjournal.org.za/index.php/koers/article/view/2259 kostenfrei https://doaj.org/toc/0023-270X Journal toc kostenfrei https://doaj.org/toc/2304-8557 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4367 GBV_ILN_4700 AR 81 2016 1 |
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Classroom management for optimal learning in a context of shared instructional leadership |
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Abstract A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary schools in Gauteng, KwaZulu-Natal and Northwest Province. The findings show that functional arrangements in the classroom brought about by rules of conduct democratically determined engender an environment of consideration. The development of a caring environment and the fostering of a philosophy of respect create a sense of belonging that motivates learning engagement. Teachers who strive to be subject experts and who arrange classroom space and activities in such a way to involve all pupils in active participation contribute to self-realisation. A main limitation to classroom management is the lack of providing sufficiently for the learning needs of gifted pupils. The findings contribute to the discourse on classroom management for the sake of optimal learning. Key concepts: shared instructional leadership, functional arrangements, caring environment, philosophy of respect, sense of belonging, professional conduct Opsomming ‘n Groterwordende getal kundiges koppel klaskamerbestuur aan effektiewe onderrig en leer. Hierdie artikel kyk na die ‘wat’ van klaskamerbestuur wat tot optimale leer bydra. ‘n Kwalitatiewe ondersoek gebaseer op individuele onderhoudvoering is by drie laerskole in Gauteng, KwaZulu-Natal en die Noord-Wes provinsie onderneem. Die bevindings dui daarop dat funksionele reëlings in die klaskamer, wat deur gedragsreëls wat demokraties bepaal is teweeggebring word, ’n konsidererende omgewing tot gevolg het. Die ontwikkeling van ’n omgewing van omgee en die kweek van ’n filosofie van repek lei tot die skep van ’n gevoel van behoort wat leerbetrokkenheid aanmoedig. Onderwysers wat daarna streef om vakspesialiste te wees en wat klaskamerruimte en aktiwiteite op sodanige wyse reël dat alle leerlinge aktief betrokke is, dra tot selfverwesenliking by. ‘n Belangrike leemte met klaskamerbestuur is die in gebreke bly om genoegsaam in die leerbehoeftes van begaafde leerlinge te voorsien. Die bevindings dra by tot die diskoers oor klaskamerbestuur ter wille van optimale leer. Kernbegrippe: gedeelde onderrigleierskap, funksionele reëlings, omgewing van omgee, filosofie van respek, gevoel van behoort, professionele gedrag https://doi.org/10.19108/KOERS.81.1.2259 |
| abstractGer |
Abstract A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary schools in Gauteng, KwaZulu-Natal and Northwest Province. The findings show that functional arrangements in the classroom brought about by rules of conduct democratically determined engender an environment of consideration. The development of a caring environment and the fostering of a philosophy of respect create a sense of belonging that motivates learning engagement. Teachers who strive to be subject experts and who arrange classroom space and activities in such a way to involve all pupils in active participation contribute to self-realisation. A main limitation to classroom management is the lack of providing sufficiently for the learning needs of gifted pupils. The findings contribute to the discourse on classroom management for the sake of optimal learning. Key concepts: shared instructional leadership, functional arrangements, caring environment, philosophy of respect, sense of belonging, professional conduct Opsomming ‘n Groterwordende getal kundiges koppel klaskamerbestuur aan effektiewe onderrig en leer. Hierdie artikel kyk na die ‘wat’ van klaskamerbestuur wat tot optimale leer bydra. ‘n Kwalitatiewe ondersoek gebaseer op individuele onderhoudvoering is by drie laerskole in Gauteng, KwaZulu-Natal en die Noord-Wes provinsie onderneem. Die bevindings dui daarop dat funksionele reëlings in die klaskamer, wat deur gedragsreëls wat demokraties bepaal is teweeggebring word, ’n konsidererende omgewing tot gevolg het. Die ontwikkeling van ’n omgewing van omgee en die kweek van ’n filosofie van repek lei tot die skep van ’n gevoel van behoort wat leerbetrokkenheid aanmoedig. Onderwysers wat daarna streef om vakspesialiste te wees en wat klaskamerruimte en aktiwiteite op sodanige wyse reël dat alle leerlinge aktief betrokke is, dra tot selfverwesenliking by. ‘n Belangrike leemte met klaskamerbestuur is die in gebreke bly om genoegsaam in die leerbehoeftes van begaafde leerlinge te voorsien. Die bevindings dra by tot die diskoers oor klaskamerbestuur ter wille van optimale leer. Kernbegrippe: gedeelde onderrigleierskap, funksionele reëlings, omgewing van omgee, filosofie van respek, gevoel van behoort, professionele gedrag https://doi.org/10.19108/KOERS.81.1.2259 |
| abstract_unstemmed |
Abstract A growing body of scholarship links classroom management to effective teaching and learning. This article looks at the ‘what’ of classroom management that contributes to optimal learning. A qualitative investigation was undertaken based on individual interviews conducted at three primary schools in Gauteng, KwaZulu-Natal and Northwest Province. The findings show that functional arrangements in the classroom brought about by rules of conduct democratically determined engender an environment of consideration. The development of a caring environment and the fostering of a philosophy of respect create a sense of belonging that motivates learning engagement. Teachers who strive to be subject experts and who arrange classroom space and activities in such a way to involve all pupils in active participation contribute to self-realisation. A main limitation to classroom management is the lack of providing sufficiently for the learning needs of gifted pupils. The findings contribute to the discourse on classroom management for the sake of optimal learning. Key concepts: shared instructional leadership, functional arrangements, caring environment, philosophy of respect, sense of belonging, professional conduct Opsomming ‘n Groterwordende getal kundiges koppel klaskamerbestuur aan effektiewe onderrig en leer. Hierdie artikel kyk na die ‘wat’ van klaskamerbestuur wat tot optimale leer bydra. ‘n Kwalitatiewe ondersoek gebaseer op individuele onderhoudvoering is by drie laerskole in Gauteng, KwaZulu-Natal en die Noord-Wes provinsie onderneem. Die bevindings dui daarop dat funksionele reëlings in die klaskamer, wat deur gedragsreëls wat demokraties bepaal is teweeggebring word, ’n konsidererende omgewing tot gevolg het. Die ontwikkeling van ’n omgewing van omgee en die kweek van ’n filosofie van repek lei tot die skep van ’n gevoel van behoort wat leerbetrokkenheid aanmoedig. Onderwysers wat daarna streef om vakspesialiste te wees en wat klaskamerruimte en aktiwiteite op sodanige wyse reël dat alle leerlinge aktief betrokke is, dra tot selfverwesenliking by. ‘n Belangrike leemte met klaskamerbestuur is die in gebreke bly om genoegsaam in die leerbehoeftes van begaafde leerlinge te voorsien. Die bevindings dra by tot die diskoers oor klaskamerbestuur ter wille van optimale leer. Kernbegrippe: gedeelde onderrigleierskap, funksionele reëlings, omgewing van omgee, filosofie van respek, gevoel van behoort, professionele gedrag https://doi.org/10.19108/KOERS.81.1.2259 |
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Classroom management for optimal learning in a context of shared instructional leadership |
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https://doi.org/10.19108/KOERS.81.1.2259 https://doaj.org/article/f6040297ad434c35ab16a9165149cad2 https://www.koersjournal.org.za/index.php/koers/article/view/2259 https://doaj.org/toc/0023-270X https://doaj.org/toc/2304-8557 |
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