This theme examines the factors that promote or hinder effective curriculum delivery. Pre- existing problems of late coming, huge class sizes, noisiness of learners, learner’s not
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carrying stationery and books to class, learners playing with cell-phones in the classroom, as mentioned by Participant A, have a negative impact on the delivery of the CAPS curriculum.
Participant A:
“We have late-coming, late-coming to school is one aspect, late- coming to class is another aspect. Not coming with stationery and books is another aspect. The noise factor, you have to keep telling the learners to keep quiet. It’s something new to me. The cell phones that the learners want to hide and use. That’s a distraction, obviously they are not going to learn. If they are on the cell phone for two minutes, they are not going to grasp what you said for two minutes. Those are the discipline problems. Then our class sizes. They are huge class sizes, ± 40 in the class. No parental support.”
Discipline problems stated by Participant A are similar to Zappa-Hollman’s (2007) study in Argentina, in which learner ill-discipline identified by teachers were that learners: truanted classes, have short attention spans, indulge in school violence, bulling each other, are disobedient, noisy and un-cooperative. Participants in this study have found similar problems to that in Zappa-Hollman’s study, but have further found that learners in their schools are distracted by the cell phones they carry to class.
Participant A, as well as all other participants, believe that the lack of discipline of learners to get tasks, assignments and projects (requirements of CAPS) done, have a negative impact on continuous assessment and consolidation of work. This is an indication of a lack of parental support resulting in learners completing tasks that should be done at home as was the case in Bantwini’s (2010) and Ngubane‘s (2002) findings.
Participant A:
“Because there is deterioration, it has impacted on delivering in the classroom. Delivering on time, and getting tasks done. Oh yes with CAPS when you look at all the tasks that are to be done, you look at a project that a child is supposed to take home, get done, that’s all the requirements in the CAPS policy documents, but kids are not disciplined to get it done.
Sometimes you will literally have to get all the stuff in the classroom and get the child to do it in the classroom. You’ll get it out but you’ll have those,
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almost 30% of learners that will have to do it in the classroom.”
Participant B:
“Pretty much the same. Children have not been taught how to discipline themselves. “When I get home I must do my homework”, or “When I sit in class I must work quietly”, that kind of thing. It’s like it’s not being taught at all. The personal development …that’s what I’m talking about. That is what’s the difficulty in implementing anything.”
Participant C:
“I don’t know if the learners are lazy or they don’t want to learn. It’s just a few who have that discipline. Most of them like to be chaotic in the class, even if you give them the task to do, they just copy. Only to find one or two, those are the few who are doing their tasks that were given the previous day, and the rest will copy. What I can say is that they don’t have a discipline. I don’t know how to train them to make them focus on their work, effectively”
Participant D:
“I think the factors are still the same, laziness, class sizes, but mostly learners are afraid of new topics. This word geometry to them, these shapes they are just afraid of the new Maths.”
Class sizes contribute to the effective management of the learners and the delivery of the curriculum (Zappa-Hollman, 2007). As indicated by Participant B, smaller class sizes would make a huge difference in the teachers’ ability to manage the class. According to Participant B, in a smaller class teachers would be more relaxed and be able to give individual attention and therefore achieve more in terms of coverage of CAPS and getting learners to cope with the demands of the curriculum.
Participant B:
“The managing of the class. When you’re trying to deliver a lesson you feel so much more relaxed.”
According to Participant C, larger classes have more learners needing individual attention in the same timeframe, therefore increasing the stress level of teachers. Larger classes have more discipline problems such as learners talking to each other which disrupts the teacher during the lesson and slows down curriculum coverage. Due to time constraints, teachers are
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forced to continue with the work-schedule even though learners in large classes cannot cope with the curriculum. High teacher-learner ratios is a common problem, even Bantwini (2010) discovered this in his study. Large class sizes will limit access to resources and reduce teacher effectiveness in the classroom (Zappa-Hollman, 2007).
Participant C:
“In grade 11 I have a class of 28 learners and a class of 52 learners for different streams. Only to find I cover everything in the learners that are few but when I come to this one which are many, only to find that I don’t even finish even because there are those who need attention, because I just go. I don’t want to go and leave the learners behind without gaining anything. Sometimes it compels. I am forced by situation to go through.”
Learners not having support material such as Mathematical instruments, calculators and stationery jeopardises their chance of learning the skills being taught by the use of these support material. Textbooks have been written to suite relevant user-friendly calculators so
that correct answers are easily obtained.
Participant C:
“If you are still talking about calculators, I can agree with that because in this new system like CAPS, there are calculators which are relevant to textbooks. There are calculators which simplify problems. Like in the instructions, you can find the instruction which says without the use of a calculator, you can chance using the calculator because you can leave your answer in the surd form, maybe the question says so. Leave your answer in a surd form.
The other calculators just leave the answer in the decimal. Only to find that this one has used the calculator.”
Learners who do not possess these calculators have difficulties with assessments requiring the use of calculators. These contribute to learners’ knowledge gaps which become evident by the poor performance of these learners during assessments as demanded by CAPS.
Participant B feels that learners’ lack of participation in sport contributes to their ill- discipline. I also agree with Participant B because in my opinion a disciplined body
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contributes to a disciplined mind. Participation in sport contributes to discipline because every code of sport has its own code of discipline which is instilled in its participants by the coach. Learners can use sport to build their character as team players, and this will improve their discipline in the classroom and change the experiences that teachers have in the classroom.
4.11. THE STRENGTHS AND WEAKNESSES OF CAPS