DISCIPLINE IN EDUCATION: ASSESSING THE POSITIVE
INVITATIONAL DISCIPLINE APPROACH
SEAKGE HARRY RAMPA
Tshwane University of Technology
rampash@tut.ac.za
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
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
CONCEPTUAL FRAMEWORK
 In 1994 the DOE outlawed corporal punishment and
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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?
Conceptual Framework cont.
Learner
Success
Character
Development
Safe
Schools
PID
Preventative
Supportive
Corrective
Progressive
Discipline
FIVE Ps
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
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
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
TREND THREE: ALTERNATIVE DISCIPLINARY METHODS
Perceptions of alternative disciplinary methods
 Educators did not understand these methods and were
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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
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
POSITIVE INVITATIONAL DISCIPLINE IN THE
CLASSROOM
Positive Invitational
Discipline in the classroom
Discipline Planning
Discipline standard
setting
Teachers
Learners
Discipline
Implementation
and Evaluation