2.3 CULTURE OF LEARNING 23
2.3.1 Culture of learning and motivation 26
Ashcroft and Palacio (1996:29-32) regard motivation as the forces acting on or within an individual to initiate and direct behaviour. Motivation is a factor which closely affects the performance of work and the overall efficiency of the culture of learning (Zulu, 2005:32).
Motivation is an inner drive which prompts people to act in a certain way. It involves a number of psychological factors that start and maintain activities towards the achievements of personal goals. All learning processes are of no avail unless members of the staff and learners are willing to contribute some efforts towards the fulfillment of their assigned tasks (Ashcroft & Palacio, 1996:17). These efforts should not be hampered by crime.
An effective culture of learning is characterized by the following factors associated with motivation towards school and learning amongst 11 and 13 year old learners in a school with no criminal activities (Moon & Mayes, 1994:95):
Interest in school work and lack of boredom.
Liking for teachers.
A belief in the value of school and school work.
Positive perceptions of the school‟s ethos.
Positive views of their own ability and perseverance.
Good behaviour in school.
A high level of perceived parental support.
The behaviour of people is determined to a great extent by their motives. Educators, learners and the community have different needs and therefore their motives for being involved in school activities differ. A culture of learning depends on the school‟s ability to differentiate motivation strategies to accord with educators, learners and the community.
Since motivation is linked to the establishment of relationships, the motivational activity of school management differs with regard to internal and external motivation (Van der Westhuizen, 1995:386).
Using research on the effect of the level of self-esteem on motivation by McGuiness (1993:72), the following have been identified as recommendations for a successful culture of learning:
The school‟s examination policy is developed with the needs of all learners in mind, whatever their ability.
The school signals clearly to the school community that all learners are valued, regardless of academic skill.
Prizes can be won by a large proportion of the learners from all groups in the school.
Learners‟ work is publicly valued by display, publication or presentation to a wider audience.
Strong attention is given to matching curricular material to learner ability.
Teaching methods of all staff are regularly monitored. This should be done in a safe way so that teachers see such monitoring as part of a professionally appropriate stance.
The school makes its policy on the grouping of learners with due regard for the effects of such policy on behaviour.
Homework should not be seen by learners as punitive. There is a need for a clear policy on the purpose of homework.
It should be possible for all learners to establish, maintain and enhance their self- esteem in the academic climate of the school.
Allen (Zulu, 2005:33) cites the following principles that are characteristics of educators who are capable of restoring a culture of learning amongst learners:
Principle of participation: educators are all involved in decision-making and in matters that affect them.
Principle of communication: educators are informed about the objectives and the results achieved.
Principle of recognition: educators receive the necessary recognition and work satisfaction; hence they are inclined to work harder.
Principle of delegated authority: school management is prepared to delegate authority to capable educators.
According to Ainscow and Tweddle (1989:24) a successful culture of learning happens in a school that motivates its learners by providing learning environments and support infrastructure that are conducive to meaningful learning activities.
Sergiovanni (1987:29) maintains that motivated learners display the following patterns of behaviour that reduce chances of participating in criminal activities:
Learners are relaxed and behave with certainty.
They go about their work smoothly.
They are proud of the school and take care of it.
Learners do not consider educators and school management as burdening them with unnecessary work.
Rules and regulations are considered fair, and are obeyed.
One of the most important tasks of the teacher is to motivate learners to learn and to achieve. However, it is necessary that he should obtain knowledge and insight into the nature of motivation and into the most important motives or deriving forces which make people act. Motivation involves certain actions by the teacher, aimed at making learners act (Ainscow & Tweedle, 1989:5-6).
People have needs which motivate them to act in order to achieve certain goals. Kruger and Van Schalkwyk (1996:84) confirm that motivation is the process by means of which motives are provided by, amongst others, a manager or situation, to bring about certain actions such as learning and thus to achieve certain goals. The right motives will make a person want to act.
The following are motives or basic needs that should be fulfilled in a culture of learning as identified by Kruger and Van Schalkwyk (1996:84-85):
Physiological needs: both educators and learners have a need for food and to be kept living.
The need for safety and security: both educators‟ and learners‟ lives need to be protected from everything which may threaten them.
Social needs: the need to live together with other people.
The need for respect, esteem, appreciation and recognition as a human being:
this is to be treated with respect and to be recognized, appreciated and respected.
The need for self-realisation: every individual has the need for self-fulfillment, to become the person he was intended to be. This also includes the special needs arising from a person‟s aptitude, interests, background, education and expectations of life.
Motivating learners is a very important management task, since its aim is promoting learning actions and performance in the children. The teacher must know, understand
and be able to apply the art of pupil motivation competently to ensure that a culture of learning prevails (Moon & Mayes, 1994:48).