Principles Guiding Learning Schools

Principles guiding Learning Schools..

Nixon et al. (1996), in Nieuwenhuis (2007:74), state that learning schools are guided and directed in their functioning by the values that they uphold and the policy frameworks they develop.

The values of a learning school are derived from the South African Constitution and from the community within which the school is based.

The Manifesto (Links to an external site.)on Values, Education (Links to an external site.) and Democracy (Links to an external site.) (DoE, 2001a:13-20) identifies ten values, namely democracy, equality, tolerance, non-racism and non-sexism, social justice (Links to an external site.) and equity, ubuntu (human dignity), an open society (Links to an external site.), accountability (responsibility), rule of law, respect and reconciliation (Links to an external site.). These important values must be upheld in teaching and learning situations, but the value-specific content of the community within which the school operates enhances these values.

In essence, learning schools are constantly aware of the teachers’ task as role models and promoters of a human rights culture. Learning schools remain sensitive to the diversity of values that may be espoused by parents and learners. No matter how disadvantaged the environment may be, learning schools never give up on their children, but offer hope for the future.

According to Nieuwenhuis (2007:74), learning schools will also promote the following educational values in their classrooms:

The identity and dignity of each individual in the classroom are valued and respected, as are difference and diversity. These are seen as assets. Tolerance (Links to an external site.), respect and understanding are promoted.

Importance is attached to the capacity of individuals to achieve, and the multi-dimensional qualities of learners are recognised as they enhance greater appreciation for diversity and respect for others among learners.

Self-dignity and self-confidence (Links to an external site.) are seen not only as essential bases for personal development and progress in learning, but also as important in promoting a greater awareness of the collectivity of the group. Learners need self-confidence to reach out to those with whom they are expected to cooperate and also to embrace and accept new learning challenges

The development of autonomy (Links to an external site.)and responsibility will create independent learners who are able to manage their own learning. To achieve this, learners must be able to critically construct new knowledge through active participation and reflective thinking.

Learners take responsibility for their fellow learners and people in the wider community, thus acknowledging their own interdependence (Links to an external site.)on the society in which they must make a contribution.

Clearly, there is a very close relationship between the kind of learner envisaged by the National Curriculum Statement and CAPS, the positive aspects experienced by implementing the principles of a learning school.

Now that you know the difference between the traditional Western school and a learning school, it is important for you as a student of classroom management to realise that effective teaching and learning can only take place in an internal school environment that is conducive to effective learning. All partners in a school should work cooperatively to create a culture and climate in the classroom in which everybody feels wanted and appreciated.