1. DISCIPLINE IN EDUCATION: ASSESSING THE POSITIVE INVITATIONAL DISCIPLINE APPROACH SEAKGE HARRY RAMPA Tshwane University of Technology rampash@tut.ac.za

2. OVERVIEW: POSITIVE INVITATIONAL DISCIPLINE Much has been written about discipline – However Not about Positive Invitational Discipline Positive Invitational Discipline: Non-punitive discipline system that focuses on positive behaviours Positive Invitational Discipline is underpinned by the: Self-Concept Theory Self- Concept Theory: How we think of ourselves and how we should think, behave and act out our various life roles Discipline affects the establishment of a COLTS No person is born with a self–concept: the role of culture

3. Positive Invitational Discipline: Cont From corporal punishment to positive alternative disciplinary approaches: Etymology Question: How effective is the application of alternative disciplinary approaches leading quality COLTS and Quality of relationships? Question: What knowledge, skills and competence do teachers have to implement alternative disciplinary approaches? The question of efficacy Total school environment and culture: Effective interactions of role players

4. CONCEPTUAL FRAMEWORK In 1994 the DOE outlawed corporal punishment and introduced alternative disciplinary methods. Implementation of alternative disciplinary methods met with difficulties and challenges. Deterioration of COLTS. Preventative, Supportive and Corrective discipline contributed towards the PID model development. Question: Are Teachers resisting the implementation of positive [alternative] disciplinary approaches Or are they lacking skills, knowledge and competence?

5. Conceptual Framework cont. PID Learner Success Safe Schools Progressive Discipline FIVE Ps Preventative Supportive Corrective Character Development

6. Design: Case Study Survey: Mpumalanga Province Cluster Sampling: Three Regions -. Gert Sibande: Middleburg 1 and Witbank 1, 11 111 -. Ehlanzeni: Breyten; Ermelo 1 and 11 Caroline -. Nkangala: Barbeton; Mgwenya; Nelspruit and Malelan Both rural and Urban school that share similar characters and features as other circuits to generalise 333 out of 400 Teachers’ responses -. A quantitative approach -. Official Statistician -. Software package called Stata V10 -. The rankings according to priority for attention

7. Trend One: Discipline and its influence on the culture Trend One: Discipline and its influence on COLTS [PRIORITIES FOR ATTENTION] -. School safety. -. School as an orderly working environment. -. Teachers unable to develop a participatory environment. -. Teachers unable to ensure conditions for regular attendance. -. Acceptance of authority and involvement of learners. -. Non existence of Quality Life and Quality of Work Life

8. TREND TWO : SCHOOL DISCIPLINE Teachers are unable to set rules to guide learners, to use discipline in the teaching process and to help learners to accept responsibility for their own actions. Role players: Study indicated no effective co-operation between the school, home and school community. Inability to understand and implement alternatives to disciplinary approaches

9. TREND THREE: ALTERNATIVE DISCIPLINARY METHODS Perceptions of alternative disciplinary methods Educators did not understand these methods and were unable to implement them. Did not have the required knowledge, skills and methodology for alternative disciplinary implementation. No co-operation between school and professional services. Learners new code of conduct non-existence. Lack of commitment and collegiality among role players

10. POSITIVE INVITATIONAL DISCIPLINE (PID) FRAMEWORK AGREEMENTS WITH RESPONDENTS Model involves delegation, open communication and co- operative decision-making process. Not one size fit all. Accommodates differentiation and is flexible. Generalisation: Common Features

11. POSITIVE INVITATIONAL DISCIPLINE IN THE CLASSROOM Positive Invitational Discipline in the classroom Discipline standard setting Discipline Planning Discipline Implementation and Evaluation TeachersLearners