Classroom management for optimal learning in a context of shared instructional leadership
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Keywords

shared instructional leadership
functional arrangements
caring environment
philosophy of respect
sense of belonging
professional conduct

Abstract

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

https://doi.org/10.19108/KOERS.81.1.2259
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