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One of the most serious challenges facing the schools that Edufundi works with is discipline. Problems with learners’ behaviour can impede their own learning, the learning of their classmates, and make teaching an exhausting and thankless task.
Edufundi’s approach to teaching involves using ‘positive discipline’ and creating a supportive environment where learners are seen and included - and therefore engaged. In many of the schools in which the Edufundi Support Programme is operating, this approach seems to be paying off.
Building trust and routine
Mr Ndlandla is a Grade 6 and 7 teacher at Quarry Heights Primary in Durban. This school is in its second year of the Edufundi Support Programme. “Before, I had a problem with discipline,” he reflects. Working with Deven, his Edufundi mentor, he has woven in some Edufundi techniques into his classroom. These techniques (which Mr Ndlandla felt were ‘latent’ within him, but were not formalised or named) have helped build routine and respect in the classroom. Routine and respect has built trust, and discipline has followed.
“Now, as soon as I enter the class, I greet the learners, we play, they sit down, we do ‘Do Now’ and everyone knows what to do and when to do it.” Mr Ndlandla, Grade 6 and 7 teacher.
Thanks to this routine, learners are better behaved as they know where they stand. “You have to create a system so that the learners know the routines,” explains Mr Ndlandla.
Techniques that make learners feel “seen”
The other side of Durban, Mrs Padayachee teaches her classroom of Grade 5 learners at Redcliffe Primary School. She has found that the Edufundi techniques help learners feel acknowledged and “seen” by the teacher - and that has resulted in better behaviour.
“The techniques make them feel important, and they now want to be part of the lesson,” she explains - “even if the answers are not correct.” Indeed, the Culture of Error is a key component of the Edufundi approach, in which errors are not something to be worried about, but rather opportunities to learn. Shifting this mindset in the classroom makes learners feel relaxed and included, and lessens behavioural issues too.
“Once learners feel more valued, their interaction is completely different,” reflects Mrs Padayachee. “These teaching strategies make them want to be part of a lesson.”
“Acknowledging a child plays a major role in a child’s behaviour.” Mrs Padayachee, Grade 5 Teacher
Creating a positive space
Both Mr Ndlandla and Mrs Padayachee have created positive spaces for learning. Although it is not always easy, and is not without difficulties, the move towards more positive learning results in better discipline outcomes.
“The Edufundi techniques for me personally as an educator has actually solved the discipline problem and it has become a more positive environment where positive discipline is in place,” says Mrs Padayachee. For her, it is about instilling care in learners and giving them a sense of belonging.
Mr Ndlandla has similar reflections, and confidently leads his class of learners who evidently have respect for him - as he does for them. He reflects on his Edufundi journey so far. “I have seen a change in this school since Edufundi arrived,” he smiles, “and at this school we are very, very proud.”
