Historiese en empiriese wetenskaplike navorsingsmetodes, insluitend die vraelysmetode, is in die studie gebruik. In Tronsvaal het die onderwyser nog altyd ook as plaasvervangeronderwyser vir die kind tydens skoolure opgetree. Hierdie ouer kan tereg van die Christelike laerskool verwag om hom in sy taak by te staan.
Waar die Afrikaner se grootste behoefte van 'n godsdienstige aard is, lê die oplossing in die herwaardering van gesinswaardes. Die ouer en die onderwyser is die twee grootste bondgenote in die opvoeding en opvoeding van die kind. Deur gesprekke te voer, kan die onderwyser 'n beter insig kry in die kind en in die besonder in die houding van die ouers teenoor onderwys en opleiding.
Sommige data word van Ed.Lab-kaarte verkry, terwyl die meeste data verkry word deur intensiewe waarneming van die kind deur die voogonderwyser. Die kind, die skool en die gesin was nog altyd die drie pilare waarop die Christelike opvoeding van die kind berus het. Weens die sogenaamde kennisontploffing is dit onduidelik of die skool primêr sy tyd en energie op die kind se geestelike en fisiese ontwikkeling fokus.
In die huidige ekonomiese, kulturele en politieke omgewing is die ontwikkeling van 'n trusteestelsel 'n saak wat die hoogste prioriteit moet geniet. H Die taak van die laerskoolhoof, waar die basiese fondamente van onderwys gelê word, word al hoe meer kompleks en verantwoordelik. Wedersyds het hierdie gesprekke 'n voordelige uitwerking op die opvoeder en die ouer – tot voordeel van die kind.
SAKE WAT OP VERDERE NAVORSING WAG
Daar moet nie net erkenning van hierdie waarheid wees nie, maar meer sinvolle opleiding moet aan die hoofde gegee word. H Dit is prakties moontlik om gesprekke met ouers oor hul kinders te voer op 'n georganiseerde wyse tydens skoolure. Beheer moet deur die onderwysowerheid uitgeoefen word om te verseker dat die implementering van die Christelike en nasionale en alle opvoedkundige doelwitte.
H Die metode om kinderoppasser (voorligting) onderwys in sekondêre skool te implementeer en dus die afstand. Dit blyk egter dat ware Christelik-nasionale onderwys en onderwys in laerskole nie veel bring nie. Hierdie moontlikheid moet ook ondersoek word, of 'n suiwer Christelik-nasionale opvoedkundige tydskrif vir ouers, onderwysers, owerhede en opvoeders geskep kan word.
TUTORING (GUIDANCE): 'EVALUATION .P.ND IMPLEMENTATION OF IT IN A CHRISTIAN SCHOOL SYSTEM, WITH SPECIAL REFERENCE TO THE AFRICAN PRD:IARY SCHOOL IN THE TRANSVAAL". In the Christian school the teacher acts as a substitute for the natural parent of the child during school hours With the pa~ent, he is co-responsible before God for the spiritual welfare of each child, although the parent can never escape his baptismal promise.
Substitute teaching took on new meaning with the introduction of tutoring in Transvaal schools in 1963. It presupposes scientific individualized education, where each child is observed as a person with special needs, talents and gifts. In a changing world with its many gaps, misrepresentations, double standards, etc., not only the child but also the parent seeks solid values and norms.
The responsibility for their children's education is easily passed on to others. But foster parenting also requires meaningful and scientific conferences with natural parents, so that parents can be enlightened and informed about their child on the one hand, but also guide many parents on the other. The purpose of this investigation is, besides determining the value and place of teacher-teaching in the African secondary primary school in the Transvaal, also to determine whether the system of teacher-teaching can be used as an aid to national education and national exaltation, and to point the way in light of the findings.
HISTORICAL AND FUNDAMENTAL TEACHING AND THE GUIDANCE
The background to the success of the entire system is the emphasis placed on the relationship of trust that should exist between the guest teacher and the child, observer=. The tutoring program undoubtedly has enormous potential, but the way in which the system has been implemented in the primary school makes an impression. It was simply expected of the school leaders to carry out the tutoring and later the guidance program without it.
The highest calling for their children is for the normal African parent with a Christian-national outlook to lead them by example and attitude towards God. Such a parent can rightly expect the Christian-national school to help him in his task. The Afrikaans speaking citizen differs from the English speaking citizen in their views on their respective cultural patterns.
In this chapter, some shortcomings in the African Christian-national way of life are pointed out, the most important of which is the Christian-religious need. Permissiveness among adults takes on greater proportions, which is also evident in the seeming approval of pornography. Because of the "absent father as a person of authority ru1d the mother who has to fulfill this additional role, there is a negative education=.
It seems that adults do not provide the youth with sufficient challenges, which is characteristic of the many children who leave school at an early age. Where the Afrikaner's greatest need is of a religious nature, it seems that the solution lies in the revaluation of the family and its values. The family which is the backbone of a nation has been discussed for many years, but nothing has been done on a large scale in an organized way to guide children.
He can count on the assistance of the orthodox parent, but the majority of parents seem to shift their responsibilities onto the teacher and expect help and relief from him. For the survival, not only of the Afrikander, but also for the entire White population and the other population groups in S.A., it is essential to start with national. TUTOR TEACHING IN THE CHRISTIAN SCHOOL AND ITS IMPLICATIONS FOR THE CHILD AND THE GUARDIAN.
TUTOR TEACHING IN THE CHRISTIAN SCHOOL AND ITS IMPLICATIONS FOR THE CHILD AND THE GUARDIAN
For the teacher, however, it is difficult to carry out his Christian teaching task and give direction, because circumstances that could have been eliminated are against him. On the one hand, there are parents who expect Christian-national education from the school, but on the other hand, even if the legislation allows for Christian and national education, it is the same pa=. The teacher training takes place in a spirit of neutrality without in-depth knowledge of the Christian-l'rotestant marriage and baptism form, the Heidelberg Catechism and con=.
Most principals do not consider the Christian foundation of education and teaching to be fundamental and primary. Therefore, it seems that not much positive motivation can be expected from the managers of the directors to their staff. It is an extreme, even fatal, regret because real education takes place in the classroom.
In defense of the practical positive Christian headmaster, it can be accused of being overburdened with. As a result, its staff may also be unmotivated for Christian-national goals and are simply teachers who teach. The school must implement these conditions, because in my cases they result in permissiveness, as well as problems of order and discipline.
Teachers tend to pronounce uniform punishments for infractions without thoroughly investigating the reasons for the infractions and without eliminating those causes. By doing this he will have a better conception of the child because the child is a product of his family and environment. By showing real interest in a child, the teacher can, where necessary, positively influence parents through conversations.
Teacher instruction and individual instruction only make sense when the teacher observes each child in a purposeful, systematic, and objective manner in relation to every aspect of the child's life. To do this, he must put in writing his ovm observations of the child, as well as all other available information. Some of the most important information can only be obtained from parents through house calls or parent-teacher conferences.
PARENT-TEACHER CONFERENCES IMPORT ANT r.1EANS TO TUTOR
FINDINGS AND RECOTI'ITTENDATIONS
MATTERS THAT REQUIRE FURTHER INVESTIGATION A list of problems encountered in this investigation
