Cultivating Positive Learner Behaviour - A Real-Life Game of Chess

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As an avid chess player, Mr Lindokuhle Mdletshe knows that every move - like every decision in life - has consequences and requires careful thought.

He has demonstrated this strategic mindset through his perseverance and the successful completion of his Master of Education.

As a teacher at Greytown Secondary School, Mdletshe aims to do more than teach the curriculum - he wants to make a tangible difference in the lives of his students, extending beyond the classroom.

‘I want to explore ways in which I can cultivate positive behaviour through my teaching to minimise misconduct during lessons and develop a classroom culture grounded in virtuous values,’ he said. ‘Furthermore, I wanted to purposively reflect on my teacher-learning method to improve my overall teaching practice.’

His research was titled: “Cultivating Positive Learner Behaviour in My Teaching: A Secondary School Teacher’s Self-Study”.

As the name suggests, his study employed the self-study research methodology, which requires teachers to critically examine their teaching and the contexts in which they work, to enhance both classroom and professional practice.

Mdletshe was introduced to the concept of self-study teacher research during his honours year and fell in love with it. ‘It was a perfect fit as I wanted to improve my learners’ learning experiences while contributing positively to my own professional learning and development and to the wider educational body,’ he said.

His research findings indicate that fostering positive learner behaviour through teaching is rooted in creating a supportive learning environment that upholds learners’ dignity while promoting the well-being of both teachers and learners. Such an environment flourishes through positive teacher-learner relationships and is strengthened by collaboration.

The study also highlighted the importance of teachers and learners engaging in collaborative discovery, where educators scaffold learning to help students construct their own understanding. Learner autonomy also emerged as key - with students working together to solve problems and using self-reflection to improve behaviour.

‘This meant that my responsibility in the classroom as the source of knowledge gradually decreased. I learned the significance of enabling learners to take charge of their learning inside and outside the classroom, which allows them to develop a sense of ownership of their learning,’ Mdletshe noted. 

His findings have encouraged Mdletshe to motivate colleagues to model positive behaviour both inside and beyond the classroom.

‘Learners model behaviours from adults. Hence, when teachers demonstrate care, compassion and recognition, their learners emulate these attributes,’ he explained. He added that fostering a sense of “bonding” - where learners can share personal experiences and feelings - significantly improves their participation in learning activities.

‘Through this process, I have realised that my journey as a teacher is ongoing. I still have much to learn about promoting positive behaviour, which ultimately shapes the lives our learners will lead as adult citizens of this beautiful country. I encourage my fellow teachers to develop strategies that strengthen teacher-learner relationships and positively influence the classroom environment,’ Mdletshe urged.

Mdletshe’s passion for his career, academic studies and his learners’ futures is unmistakable. ‘The data generation process for my study was incredibly fulfilling, and I realised how much I grew - both personally and professionally - through this experience,’ he said.

Reflecting on the highs and lows of his journey, Mdletshe highlights presenting his research proposal - a terrifying yet thrilling moment - and the excitement of his first conference presentation. However, he admits the road was not always smooth. ‘Balancing the roles of educator, father, student and researcher took its toll. T. D. Jakes speaks of “defying the urge to quit”. I experienced emotional exhaustion and declining mental health - but I’m proud to say that, through the grace of God, I found the strength to rise above it.’

Another source of inspiration was his research supervisor Dr Ntokozo Mkhize-Mthembu. ‘The high-standard of her academic work inspired me throughout my thesis, and I aimed to produce high-quality writing too.

‘Thank you to my sister Nomfundo (Charity Mthiyane) who has always been there for me emotionally and financially. My son Mnqobi Mthethandaba is my biggest supporter. He is only four but whenever he saw me watching TV he would say “baba ubhala nini” which means “Dad, when are you writing?” Even though his intention was to have the TV to himself, I really needed that push! Most importantly my motivation came deep within me, thriving to make my mother proud as she rests peacefully.’

‘This step brings me closer towards my dream of becoming a lecturer. Now pursuing my PhD, I look forward to growing as a researcher and publishing my first academic article,’ Mdletshe said.

Words: Jennene Naidu

Photograph: Sethu Dlamini