SEKONDÊRE SKOOLLEERDERS SE BELEWENIS VAN ...

ABSTRACT
It is clear to me that the need for the teacher and the school to provide educational
help and support is greater than ever before. With reference to democratic values in a
multicultural society Le Roux (1997:1) is of the opinion that teachers have a lot of
responsibility for both what and how learners learn. To gain better understanding
in the functioning of the modern educational system it is of the utmost importance to
investigate how educational goals are attained in the modern classroom. In
accordance with this reasoning not only the content of the teaching and learning
experience is important but also the process of educational communication (Du
Plessis, 1974:5). Especially where education is viewed as help and support to the
youth, the helping relationship between teachers and the learners in their care
occupies a central position (Okun, 2002:21). In accordance with this view teacher and
learners in this study will be seen as senders and receivers of educational verbal and
non verbal messages (Goleman, 1996:116; Goleman, 2006:14; Johnson, 2006:126).
If the helping relationship is of great importance to teaching and learning and if this
relationship is built and maintained via teacher-learner communication, how does the
experience of aggression while communicating with their teachers affect learners?
What is learners experience of aggression while communicating with their teachers?
What can be done about the experience of aggression during teacher-learner
communication?
This research was done in two phases. In PHASE 1 the goal was to explore and
describe grade eleven learners experience of aggression while communicating with
their teachers. In PHASE 2 the goal was the description of guidelines for
communication between secondary school learners and their teachers with special
reference to the handling of aggression in the communication and relationship. It is a
qualitative investigation to explore and to describe learners experience of aggression
while communicating with their teachers. The research rests on Phenomenological
principles and methods (Giorgi, 2002). I followed a functional approach and the
research is carried out with the view of improving my own educational practice as well
as educational practice in general. The method of data collection followed is a
qualitative interpretive constructivist approach to the generation of new knowledge and
the specific method employed is phenomenological interviews. The research was
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