Integrating disciplinary plans to manage learner behaviour in the pre-instructional phase of a lesson in South African schools

Abstract

Teachers frustration to manage learners' misconducts is common practice in schools today. The concern is the fear that this unsolicited practice is on the rise and needs intervention before schools become warzones. This paper analysed how teachers in South Africa's schools integrate disciplinary plans to manage challenging learner behaviours in the planning of lessons. Based on a qualitative paradigm, data was collected from 50 teachers through individual in-depth interviews and analysis of 50 lesson plans from five schools. Data collected was analysed through open coding. The findings revealed that teachers in schools apply some strategies to manage learner behaviour at the planning stage of their lessons. They pay attention to making lessons interesting and constantly hold learners' attention throughout the lesson. However, the commonly used lesson plan model in schools is misguiding when planning needs to consider disciplinary measures. It is recommended that teachers should effectively integrate a learner behaviour management plan through selected interventions in the planning of their lessons.