South African Journal of Education

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Disruptive behaviour in the Foundation Phase of schooling

P Marais, C Meier


Since the passage of legislation banning corporal punishment in South African schools, disruptive behaviour in schools has become an issue of national concern. Against this background a research project was undertaken in which the types and causes of disruptive behaviour occurring most frequently in the Foundation Phase of schooling were identified, with a view to providing strategies for teachers to manage behaviour of this kind. A qualitative research approach was applied. Data collection was done by conducting interviews comprising semistructured questions with Foundation Phase teachers. Strategies purposely devised to deal specifically with the identified types and causes of disruptive behaviour are explained.

Keywords: disciplinary procedures; discipline problems; disruptive behaviour;
disruptive behaviour strategies; human dignity; misbehaviour

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