Browsing by Author "Venketsamy, Thungavel"

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    The educator-learner-ratio and its effects on invitational learning
    (2000) Venketsamy, Thungavel; Urbani, G.; Vos, M.S.
    The aim of the investigation was to establish effects of the educator-learner ratio on invitational learning by means of a literature and empirical study. As an introduction, invitational learning was reviewed and the role of the educator and learner was highlighted. The educator acts in loco parentis and therefore plays a vital role in the promotion of invitational learning. The relationship of trust, understanding and authority between the educator and learner is a necessary prerequisite for creating an invitational learning climate. It is of paramount importance that, for successful invitational learning to take place, both educator and learner must enter into a mutual relationship of trust, understanding and authority. The various factors affecting invitational learning in a class with an unfavourable educator-learner ratio were discussed. Factors concerning the learners, their attitudes towards learning, their discipline, perception of their educators and their self-concept all have an effect upon the success of invitational learning. The role of the educator, his attitude, motivation, self-concept, salaries, incentives, job satisfaction, etc. also have an effect upon invitational learning. Factors such as management's authority style, class size, educational resources, physical provisions, etc. also impact upon the promotion of invitational learning. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of 150 questionnaires completed by educators teaching at primary schools in the Durban South and Port Shepstone area. The data was processed and interpreted by means of descriptive and inferential statistics. In conclusion, a summary and findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made: - All learners should be governed by a code of conduct that will enhance positive behaviour and attitude towards learning. - All educators should be governed by a code of conduct that will prohibit unprofessional behaviour. - That further research must be done regarding educator-learner ratio and its effect on invitational learning.
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    Parental authority perspectives of grade one parents
    (1997) Venketsamy, Thungavel; Urbani, G.; Vos, M.S.
    The aim of this investigation was to establish the parental authority perspectives of grade one parents by means of a literature and empirical study. As introduction the life-world of the grade one child was reviewed. Life-world is the world in which people conduct both a way of life and mode of being and can be represented as a network of relationships with himself, others, objects and ideas and God. This Gestalt of meaningful relationships makes up the individual's life-world. The grade one child's self-image, the outcome of the relationships with himself, is formed mainly through his relations with people and objects and strongly influences the quality of these relationships. The relationship with parents is qualified by love which implies mutual knowledge, care, trust and authority. Parents who educate their children according to strict, but fair authority, give them security and diroinish doubt and anxiety. The different authority styles of parents were discussed. Some parents adopt an authoritarian parenting style whereby they are the ones in control and decide on all activities and procedures for the children. On the other extreme, parents exert a permissive style of exercising authority which allows the child total freedom to do what he pleases with very little or no discipline and punishment. The most accountable parenting style seems to be exercised by democratic parents. These parents set broad limits, give advice, encourage their children, allow for open communication between parent and child and exercise authority positively. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of 80 questionnaires completed by the parents of grade one children attending schools in Umkomaas. The data thus obtained was processed and interpreted by means of descriptive statistics. In conclusion, a summary and findings emanating from the literature study and the descriptive statistics were presented. Based on these findings, the following recommendations were made: The re-assertion of parents as authoritative figures. Guidance and involvement programmes for parents. That further research must be done regarding the parental authority perspectives of grade one parents.