Abstract: This study reports on the findings of a study which evaluated the nature, design and scope for applying classroom rules in managing challenging learners behaviours in schools. The study hoped to identify possible gaps in the design and application of classroom rules so as to establish a reliable trend leading to the effectiveness of classroom rules as a disciplinary tool. Based on the qualitative paradigm, simple random sampling was used to collected data through observation, individual in-depth interviews with 50 teachers and an analysis of 25 classrooms rules from 5 secondary school in the Ngaka Modiri Molema District in South Africa. Data collected was analysed through open coding and content analysis. Truthfulness was ensured through external and internal validity measures. The findings reveal that most classroom rules are shallow and are without consequences, therefore, they do not respond to challenging learner behaviours in classrooms. Despite, the rigid nature of the classroom rules, teachers rely heavily on them as the immediate tool to discipline learners. The same classroom rules are applicable to all learners irrespective of their uniqueness. It is argued that learners are unique and individuality must be considered in disciplining learners rather than relying on specific rules. Lack of awareness of the consequences to a misbehaviour by learners promotes the likelihood of further occurrence. As such, classroom rules must create awareness on consequences to learner behaviours. Based on this findings, it is therefore, recommended that a uniform design for classroom rules be established in schools which is more comprehensive to include consequences. While applying classroom rules on learner behaviour, teachers should consider individual situations and be flexible.
Andre L. Bechuke, Thomas B. Assan and Akpovire Oduaran, 2016. Design and Use of Classroom Rules to Manage and Modify Challenging Learner Behaviour in Schools in the Ngaka Modiri Molema District. Journal of Engineering and Applied Sciences, 11: 1792-1803.