The role of brain dominance in the maintenance of learner discipline

Abstract

The role of brain dominance in the maintenance of learner discipline Recent research in especially Education Law has shown that maintaining discipline in South African schools constitutes a problem for many educators. Research over the last few decades has also indicated a strong link between brain dominance and behaviour. The aim of this research was to establish to what extent the brain dominance of learners and educators influence their attitude towards and perceptions of the implementation of schools' codes of conduct and their resulting behaviour in class. Educators' response to indiscipline was studied against the backdrop of the Constitution, and more specifically the Bill of Rights, as well as other legislation pertaining to learner discipline. The findings revealed a strong link between brain dominance and the behaviour and attitudes of learners and. educators regarding school discipline. It is therefore suggested that the code of conduct should be developed with input from learners and educators from all four quadrants of the brain. Where possible, a measure of flexibility should be included in these documents in the form of incentives for good behaviour and by using discretion when implementing the code of conduct. The insight of educators and learners into the implications of brain dominance was also found to be crucial.