Teachers must think of creative ways in which to use their available spaces, ‘teachers can even use the space outside of the class’, such as the ‘classroom patio’ or ‘the playgrounds’; those spaces can be used for ‘language games’ or ‘group work’. 2012:41). Nieuwenhuis, J., 2010, ‘Qualitative research design and data gathering techniques’, in K. Maree (ed. Abdoll and Barberton (2014:viii) state that at the current infrastructure delivery rate, 2023/2024 is a realistic timeframe for the eradication of the schools infrastructure backlog. Data collection did not commence before written, informed consent was granted by all the participants. contents. There are however models in Chile and Brazil, for example, that may work effectively in a South African setting, given their explicit handling of Effective mentorship programmes and in-service training was identified as another problem-solving initiative that SMTs can implement. Participants stated that: ‘[With] oversized classrooms, it is very difficult to teach and assess fully, never mind individually – you are not really on par with the children, which makes differentiation very difficult. ABSTRACT The provision of quality education to all South Africans remains a commitment of South African democratic government since its inception in 1994. Teachers are struggling to cope with overcrowded classrooms at Emvumelwano Primary School in Wallacedene, Western Cape. The appointment of assistant teachers could therefore decrease the LER from the current average of 33:1 to 33:2, which could in essence be calculated as 16:1. Mullis, I.V., Martin, M.O., Foy, P. & Drucker, K.T., 2012, PIRLS 2011: International results in reading, International Study Centre, Boston College, Chestnut Hill, MA, viewed 20 April 2015, from https://timssandpirls.bc.edu/pirls2011/downloads/P11_IR_FullBook.pdf. According to the participants, in order to manage an overcrowded classroom, you need to be ‘very strict and firm, but there must still be a relaxed learning atmosphere’. However, there are provinces such as KwaZulu-Natal with a concerning average of 39:1. Because McMillan and Schumacher (2010:323) indicate that inductive inquiry is emphasised during qualitative research studies, this interpretivist study gathered detailed particulars and then synthesised the data inductively in order to develop a deeper understanding of the problem (Delport & De Vos 2014:49; Nieuwenhuis 2013:107). The OECD has an average membership of over 34 countries, including Finland, Australia and the Netherlands, all of whom promote a lower LER in schools (OECD 2011:392). One participant explained that, ‘if you are not well-prepared and you did not do enough planning, there will be chaos in your class’. Ineffectiveness of mentorship programmes has been ascribed to teachers being overworked and burdened with too many administrative and assessment duties as discussed in theme 1. Throughout the interviews it became evident that SMTs must take responsibility and implement more problem-solving initiatives in order to help minimise the damaging effects of overcrowdedness and empower teachers when teaching in such classes. 5 BROKEN AND UNEQUAL THE STATE OF EDUCATION IN SOUTH AFRICA Amnesty International 6. Another participant explained that appointing ‘another teacher in a governing body position’ would be like ‘dividing a class into two’. Raffin, N.J., 2009, Children and stress: Caring strategies to guide children, Virginia State University, Petersburg, VA, viewed 15 June 2015, from https://vtechworks.lib.vt.edu/handle/10919/49520. 6178 0 obj <>/Filter/FlateDecode/ID[<5A46728810326041AD15AB2F976BBA03>]/Index[6168 21]/Info 6167 0 R/Length 66/Prev 1521635/Root 6169 0 R/Size 6189/Type/XRef/W[1 2 1]>>stream The South African LER is more than double the average of … Evidence proving this argument lies within the latest standardised tests including the PIRLS, where teachers provided feedback about their working conditions. According to the DBEs’ (2013:85–86) annual performance plan of 2013/2014, an estimated amount of R5.3 billion has been set aside over the 2013/2014 to 2015/2016 Medium Term Expenditures Framework (MTEF) period for the construction of 91 new schools and the rehabilitation of 273 existing schools through a ‘design and build’ programme in collaboration with the Government Department of Infrastructure Development (GDID) (DBE 2013:85–86). Improving the school infrastructure remains a tiresome concern in South Africa for future quality education. South African Democratic Teachers Union (Sadtu) says overcrowding in classrooms and a lack of infrastructure at schools are some of the major challenges teachers are facing.. Sadtu says many schools in the country still don’t have toilets, libraries and laboratories. The effective implementation of a mentorship programme and in-service training by the SMTs are further strategies that will assist, equip, support and empower teachers who are struggling with teaching in overcrowded classrooms. This describes a disturbing picture of education and its ‘outcome quality’ in South African schools (Modisaotsile 2012:s.p.). Delport, C.S.L. The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article. Based on the research findings, the challenges participants teaching in overcrowded classrooms experienced were discussed, as well as practical solutions that SMTs and teachers can implement in order to assist with or solve the challenges of overcrowded classrooms. This is considered overcrowded, compared to the teacher to students ratio in Singapore public schools, which are 1:18. One participant stipulated that ‘teamwork’ was necessary to help improve teaching and learning in overcrowded classrooms. Department of Basic Education (DBE), 2014b, School realities of 2014: Quality statistics for education, Department of Basic Education, Pretoria. The first code relates to the broader level within the school, and the second code is at classroom level, as the responsibility of the teacher. She would also like to thank Louise Greyling for all her effort and insight regarding the editing of this article. Learners’ problematic behaviour, such as lack of attention, boredom, lack of discipline, fighting and even vandalising resources (Marais 2016:5), can be related to overcrowded classrooms. ��s��"{���a_aLj8��c�BRx���*��FG��:F()zVh�� m��0�+�0!%qV�f���$ep����7o���E��E�շ�������&����y}��=\.����ϳ=' � ����s�. June 2014 Jensen, E., 2011, Different brains, different learners: How to reach the hard to teach, 2nd edn., Corwin, San Diego, CA. Unrelenting or continuous stress (i.e. The participants also recognised that teachers must take their own initiative and consistently implement improved, research-based classroom management and discipline strategies to help manage the challenging classroom realities. Emmanuel, A.O., 2013, ‘Effect of student-teacher ratio on students’ academic performance in secondary schools in the Ado-Odo/Ota Local Government area of Ogun State’, NOUN. If the above-mentioned strategies are implemented, a decrease in discipline problems associated with learners’ fight or flight response could also be possible. According to Abdoll and Barberton (2014:1), a dilapidated school infrastructure can be found ‘across the country’. It was explained by one of the participants that teachers will have to : ‘[B]e remunerated and this will have to be negotiated with SMTs and school governing bodies, because it will have to be dedicated, experienced teachers and will be an addition to their workload. It could also decrease possible stressors that lead to problematic fight or flight behaviour, and thus create a better learning environment for learners. If a child experiences any neurological or cognitive dysfunction or stress symptom, it could lead to severe challenges and learning barriers. The excess administration and assessment associated with overcrowded classrooms, as well as constant changes made within the curriculum, were all influential factors related to teachers’ attitudes and their decreasing motivation and commitment. ), First steps in research, rev. As the participants pointed out, it is the responsibility of everyone involved within the education system to help solve problems. overcrowded classrooms, especially in public secondary school level. The ‘in-school’ factors include teachers’ attitudes, the availability of trained teachers and school resources as well as adequate infrastructure, such as the availability of schools and classrooms. One participant stated that ‘around administration and your assessment, it all becomes just too much to handle’. The content and teaching strategies planned for by the specific pre-designed series are then most of the time ‘too difficult’ and the teaching strategies are inappropriate for multilingual learners. The implementation of an active and effective mentorship programme is not a new concept in the education system. The teaching and learning challenges in overcrowded classrooms were investigated, and inferences were drawn from the qualitative data that were collected. Teachers reported on five potential problems, ‘such as the building needing significant repair, overcrowding, and inadequate instructional materials’ (Mullis et al. Teaching in an overcrowded classroom can be frustrating, overwhelming and stressful. An acceptable LER for 6-year-olds and older is between 14:1 and 18:1. The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy or position of any affiliated agency of the authors. 23 January 2008. 98–122, Van Schaik, Pretoria. In the 2016 PIRLS assessment, the South African literacy results were also alarming. ‘To reach each child on their individual level within a large classroom makes it extremely difficult for the teacher and the child.’ (Participant 1, male, HE lecturer), ‘[We] do not differentiate, we follow the ‘one shoe fits all’ approach and then of course there is no integration, it is too much planning on top of all the administration and assessment of an overcrowded class.’ (Participant 10, female, DBE official). Kapp (ed. Examples of inadequate ‘in-school’ factors, such as a lack of resources and inadequate infrastructure, include 41.8% of schools without electricity, 70% of schools without access to computers, 79% of schools without libraries and overcrowded classrooms with an average learner–educator ratio (LER3) of 33:1, that is, one teacher for every 33 learners (DBE 2013:85, 2014b:4; Ndebele 2014:463). The participants expressed their belief that for teachers to be able to handle discipline problems and to feel less over-whelmed and burdened by the overcrowdedness of their classrooms, a second pair of hands was needed. I’d say it prevents proper education from taking place within the classroom, because the classroom is too big – there is no space for moving, there is no space for children’s suitcases, there are a lot of factors that play a role – the learners almost sit on top of each other – that lead [sic] to disciplinary problems and so on. Grade 4 learners averaged a reading score of 320 out of a 1000 on the PIRLS scale2, which is concerning because it falls far below the PIRLS ‘low international benchmark’ of 400 (Mullis et al. Overcrowded classrooms have increased the possibilities of risks for Students lack of interest in school and Poor performance in tests. Meier, C. & Marais, P., 2012, ‘Managing learners in early childhood development’, in C. Meier & P. Marais (eds. When taking into account all the challenges associated with overcrowded classrooms, it is also necessary to investigate possible ‘coping strategies’ or solutions. @inproceedings{Muthusamy2015TeachersEW, title={Teachers' experiences with overcrowded classrooms in a mainstream school. The personal beliefs and attitudes of teachers were identified as having a direct effect on motivation and commitment to quality teaching. South African Democratic Teachers Union (Sadtu) says overcrowding in classrooms and a lack of infrastructure at schools are some of the major challenges teachers are facing.. Sadtu says many schools in the country still don’t have toilets, libraries and laboratories. If the stress that a learner experiences within the classroom continues, it could lead to a learner avoiding (flight response) that subject or teacher, or even becoming aggressive towards the subject or person causing stress (fight response). ... seeking a court order for the provision of more classrooms. These identify four specific problems regarding overcrowded classrooms: Pupils not getting individual attention, low reading scores, frustration and stress felt by the teachers and the inability of students to concentrate or stay on task while in class … Improved academic performance is believed to occur as teachers can focus more on the needs of individual learners and the reduced time spent dealing with disruptions (OECD 2011:392). June 2014 These include (1) the appointment of assistant teachers, (2) mentorship programmes and (3) effective ‘in-service training’. The problematic behaviour shown by learners in overcrowded classrooms resembles behaviour exhibited by learners who experience acute stress, resulting in a fight or flight response. Setting: A qualitative research approach served this study best when an investigation was launched into the impact of overcrowded classrooms in the Foundation Phase in the Tshwane-West district. Problematic behaviour and discipline problems identified in a study conducted by Marais (2016:5) included a lack of attention, boredom, increased noise levels, fighting and even vandalising resources. One of the participants stated that ‘there must be continual professional development; there must be mentors who are trained to support the teacher’. Decreased noise levels, personalised lesson planning and meeting the needs of the individual learner will also help minimise potential fight or flight stressors within the overcrowded classroom. https://doi.org/10.15700/saje.v36n2a1201. The current national learner–educator ratio (LER) is 33:1, and some classes have even reported an LER value of 50:1 and higher. In light of the identified solution of SMTs initiating more problem-solving solutions, the following three strategies were identified by the participants for SMTs to implement within their schools. OVERCROWDED CLASSROOMS AND LEARNERS’ ASSESSMENT IN PRIMARY SCHOOLS IN THE KAMWENGE DISTRICT, UGANDA . It is usually your weaker learners who suffers [sic] from a lack of individual support.’ (Participant 3, female, HOD), ‘Teachers don’t know, they can’t tell you, who are the stronger candidates and who are the weaker learners due to the overcrowdedness of the classrooms.’ (Participant 5, female, HE lecturer). Many other Khayelitsha schools also have … EDUCATIONAL MANAGEMENT . This problem is a combination of an … Furthermore, the study provides some solutions to these challenges. The challenge of overcrowded classrooms was highlighted by all of the participants and described by one participant as making: ‘[… T]eaching impossible. In the following sections, both the influential factors, as well as their impact on teaching and learning, will be discussed. Overcrowded classrooms occur as a result of a shortage of teachers, a lack of school infrastructure and a high number of poorly resourced no-fee (quintiles 1–3) schools. 6168 0 obj <> endobj Meier and Marais (2012:117) are of the opinion that an LER above 18:1 will be an unacceptable LER, internationally. endstream endobj startxref pages 2.1 introduction. The then DoE reported that out of 1000 people born between 1980 and 1984 (aged 23–27 years in 2007), about 984 entered Grade 1 and only 456 reached Grade 12. Classes have over 50 children; 35 would be normal. South Africa performs poorly in both national and international assessments, such as the Annual National Assessment (ANA1) and the Progress in International Reading Literacy Study (PIRLS). It was inferred from the data collected that the effective implementation of discipline strategies does not refer to the specifics of the discipline strategies, but rather about the way it is implemented. This study however refers to ‘teachers’ for international purposes. One of the milestones to achieve this is to provide adequate classrooms to more than 11 million learners in South African public schools who continue to receive education in overcrowded classrooms. }, author={N. Muthusamy}, year={2015} } Barbara, N., Hedges, L.V. Conclusion: This study conclude by emphasising the importance of a combined effort between all role players, such as the School Management Teams and the teachers, when dealing with the challenges posed by overcrowdedness. Teachers' experiences with overcrowded classrooms in a mainstream school. This meant that for every 32 students in the school, there is 1 teacher. South Africa 12 September 2018 - 12:08 By Nomahlubi Jordaan The LRC is seeking a ruling that will compel the provincial MEC for education to build additional classrooms. However, the study provides information on, and a description of, the challenges teachers might be facing within overcrowded Foundation Phase classrooms in South Africa. The study also searched for possible solutions to this problem. Another problem identified with using standardised teaching series is the ‘one-size-fits-all’ approach that is involved. There have been a number of researchers who have looked into the effects of private schooling, bussing, and year-round calendars as a means of reducing class size as well as for providing more resources (books, teachers, aids, desks, lockers, etc.) Each child can be accommodated, on every level’, as explained by one of the participants. Although there are policies put in place to alleviate the problem of overcrowding in classrooms, this is not being implemented and is posing a problem for teachers. The participants pointed out that it is the responsibility of everyone involved within the education system, including SMTs: ‘It is the school-system that must help control this. 111–125, Van Schaik, Pretoria. According to a National Early Childhood Development pilot project, 25:1 would be an appropriate LER within the South African context (Meier & Marais 2012:117). A teacher cannot even deal with so many learners, so this is where the greatest dysfunction in our schools come [sic] from.’ (Participant 5, female, HE lecturer). in South Africa A preliminary report to the Water Research Commission on Project K5/2381: Evaluating the design of existing rural school sanitation infrastructure and developing a model and guidelines for optimal design by Bobbie Louton1, David Allen Still1, Ian Pearson2, Godfrey Sitholimela3, Tirelo Mphahlele4 and Esther Shaylor5.