Indlela egxile kumfundi iyindlela yokufundisa egcizelela indima yomfundi

njengomuntu obalulekile ohlelweni lokufunda. Ngale ndlela, uthisha usebenza

njengomgqugquzeli, enikeza ukusekela nokuqondisa kumfundi njengoba esebenzela
ukufeza izinhloso zakhe. Le ndlela ingasebenza kahle kakhulu ekuthuthukiseni
ukuzethemba kubafundi abathuthukile nabasenkonzweni, njengoba ibavumela ukuthi
bathathe ubunikazi bokufunda kwabo futhi bazakhele amakhono abo namakhono.

Isici esisodwa esibalulekile sendlela egxile kumfundi ukusetshenziswa kwezinhlelo

zokufunda ezizimele. Lezi zinhlelo zingasiza abafundi ukuthi babone amandla abo
kanye nobuthakathaka babo, futhi bazibekele imigomo yokuthuthukisa. Lokhu
kungaba usizo ikakhulukazi ekuthuthukiseni ukuzethemba, njengoba abafundi
bengagxila ezindaweni lapho kudingeka bakhe khona amakhono namakhono abo.

Esinye isici esibalulekile sendlela egxile kumfundi ukusetshenziswa kwamasu

okufunda asebenzayo. Lezi zindlela zikhuthaza abafundi ukuthi bazibandakanye
ngenkuthalo nendaba, kunokumane balalele noma bafunde bengenzi lutho. Lokhu
kungasiza abafundi ukuthi bathuthukise amakhono abo okucabanga abucayi, kanye
nekhono labo lokusebenzisa ulwazi ezimweni zomhlaba wangempela.

Ngaphezu kwezinhlelo zokufunda eziqondene nomuntu ngamunye kanye namasu

okufunda asebenzayo, indlela egxile kumfundi iphinde igcizelele ukubaluleka
kokudala indawo yokufunda esekelayo nebandakanyayo. Lokhu kungasiza abafundi
bazizwe bekhululeke kakhudlwana futhi beqiniseka ngamakhono abo, okubavumela
ukuthi babeke ubungozi futhi bafunde emaphutheni abo.

isingeniso

Kulolu cwaningo sizodingida ngendlela yokufunda egxile kumfundi

njengomhlahlandlela wokuthuthukisa ukuzethemba kubafundi abasemabangeni athe
thuthu, nasemabangeni asesigabeni sokufunda okuqhubekayo nokuqeqesha.
Kulendlela egxile kumfundi umsebenzi kathisha ukubheka nokugada abafundi
abeluleke lapho kunesidingo khona. Ngokuka B.I Mbatha, (2022, P:16) Indlela egxile
kubafundi singayiyamanisa ne cognitive theory yona ekhuthaza ukuba abafundi
babambe elikhului iqhaza ekufundeni kwabo. Kule thiyori U B.I Mbatha usicacisela
ukuthi abafundi uma besemagunjni okufundela kukhona ulwazi abasuke benalo
ngesifundo esethulwayo. Igqugquzela abafundi ukuba bazithembe uma bexazulula
izinkinga, nanokuthi abafundi bazokhona ukuba bahlezi bekulangazelela ukufunda.
Abafundi akumele babheke kuthiosha ngakho konke okuphathelene nemfundo yabo.
Kulendlela egxile kumfundi umsebenzi kathisha ukubheka nokugada abafundi
abeluleke lapho kunesidingo khona.

Kule ndlela egxile kumfundi kulindeleke ukuba uthisha athole ulwazi abafundi
abanalo ngalokho okufundwayo, noma ngalokho okuzofundiswa, ulwazi
lwangaphambilini lungakanani. Kulindeleke ukuba abafundi bazetholele olwabo
ulwazi ngokufundwayo. Othisha abasebenzisa indlela egxile kumfundi babuka ulwazi
ngamalensi ezinqubo zenhlalo nobudlelwano futhi ngenxa yalokho babeka phambili
izinqubo zomfundi ngamunye (Baeten, 2012). Kunezindlela ezisetshenziswayo noma
ezitholakalayo ngaphansi kwendlela yokufundisa egxile kubafundi. Kulezo zindlela
singabala, ukufunda ngendlela ephapheme (Active learning), Indlela yokusebenza
ngokubambisana (co-operative learning). Abafundi baletha ulwazi lwabo
lwangaphambilini kanye nemibono, lokhu kunomthelela endleleni abathatha ngayo
ulwazi olusha.

Indlela ephapheme yokufunda kwabafundi yilapho khona abafundi bakhuthazwa

ukuba babuze imibuze, baphinde bakwazi ukuzikhandela imibuzo yabo. Baphinde
bakwazi ukuhlolisisa izihloko abanikwe zono ebese baphinde bacabange kanzulu,
lokho kufaka ukusebenza ngamaqoqo, nokuxazulula izinkinga. Lapha ilapho
abafundi basuke basebenza ngamaqoqo ukuxazulula izinkinga baphinde
babonisane ngokwemibono ehlukahlukene mayelana nesihloko abanikwe sona.
Kugqugquzela ukuba abafundi bakwazi ukuzimela kanye nokwazi ukusebenza
ngamunye. Abafundi banikwa igunya lokuba bazikhethele izihloko abazithandayo
uma bebhala amaprojekthi kanye nama assayimenti. Ohlangothini lokuhlola uthisha
ugxila ekutheni izingane zithuthuke ngokomqondo kunokuthi agxile kwimiphumela.
Igqugquzela ukuthi umfundi azehlole yena ulwazi lwakhe nanokuthi abafundi
baphinde bahlolane bodwa njengabafundi.
NgokukaSchweisfurth (2013) zintathu izizathu zokulandisa ‘Justifactory Narrative’
ukusentshenziswa kwindlela egxile kumfundi. Eyokuqala, umbono wezomnotho
osuselwa ekutheni indlela yokufunda egxile kumfundi izolungiselela noma izocija
abafundi ngezidingo zomhlaba oguquguqukayo. Ohulumeni bamazwe bazwakalisa
intshisekelo yokuncintisana ngezomnotho okusezingeni, impikiswano ekhona ukuthi
abantu abasha bazodinga amakhono athize afana, nokucabanga okujulile,
nokukwazi ukwenza izinto ngendlela ehlukile ukuze bakwazi ukufinyelela kulelo
zinga lokuncintisana kwamazwe ngokwezomnotho. Bazwakalisa nokuthi amakhono
lawo azotholakala uma kusetshenziswa indlela egxile kumfundi uma kufundwa
(Sahlberg and Oldroyd, 2010).

Eyesibili ‘iJustifactory Narrative’ ingumbono wokuqonda (cognitive), okusho ukuthi

izingane zifunda kangcono ngaphansi kwendlela egxile kumfundi, ngaphandle
kwezinye izindlela zokufunda. Indlela yokufunda egxile kumfundi ivame
ukuhlotshaniswa nemibono i-constructivist yokufunda ekhuthazwa u Vygotsky no
Piaget, futhi ababhali abafana no Ginnis (2002) baye baphikisa ngokuthi lezo
zindlela zingase zibe nezinzuzo ezibalulekile futhi ziholela ekufundeni okujulile uma
uqhathaniswa nezindlela zokuziphatha. I ‘Justifactory Narrative’ eyesithathu
neyokugcina ingumbono wenkululeko (emancipatory), ephakamisa ukuthi indlela
yokufunda egxile kumfundi ingase ibe nezinzuzo ezibanzi emphakathini,
njengokunciphisa ukungalingani, ukunikeza abafundi izwi elikhulu, kanye nokubona
ulwazi njengolugxilile. U Schweisfurth uyabona ukuthi ama- justifactory narrative
lanka amathathu angase ashayisane noma ahlobane: lapho abafundi beveza imizwa
yabo ngendlela evuleleke kakhulu, lokhu kungase kuholele ekufundeni okujulile,
ngaleyondlela kuhlobane nemibono yenkululeko neyokuqonda.

Ukwakha ukuzethemba kuyinqubo edinga ushintsho kancane kancane kanye

nokukhula (Peidong, 2004). Kusukela kubafundi abangenzi lutho kuze kube abafundi
abakhuthele badinga isikhathi sokuyakha. Kunezindlela ezithize zokuthuthukisa
ukuzethemba kubafundi ngokusebenzisa indlela egxile kumfundi. Okokuqala uthisha
unquma isifundo esihlobene nempilo yangempela. Isibonelo uma ngabe ufundisa
izingane ngomlando kamufi ebese uzitshela ukuba mazifika emakhaya zilalele
isiqephu kumsakazo esikhuluma ngezemincwabo bese zibuya ekilasini zizobhala
ngaloko ezikuzwile, loko kuzokhuthaza abafundi noma kuzocija ingqondo yabafundi
ukuba bakwazi ukulalela baphinde bangakhohlwa kalula. Esinye isibonelo ukuba
uma ufundisa iGeography ngaphansi sokuba nabantu abaningi emphakathini loko
kungadala ukuba kube nobugebengu.

NgokukaJohn Dewey(1938), walwela ikharikhulamu evumelana nezimo

ezithakazweleni nasezidingweni zabafundi. Ukholelwa ukuthi ikharikhulumu kufanele
ihambisane nezimpilo zabafundi nokuthi kumele babe nezwi kulokho abakufundayo,
nokuthi bafunda kanjani. Lendlela ingathuthukisa ugqozi nokuzibandakanya
kwabafundi. Waphinde wabona imfundo njengendlela yokulungiselela abafundi
ukubamba iqhaza elibonakalayo emphakathini wentando yeningi. Ukholelwa ukuthi
indlela egxile kubafundi izonika abafundi amandla okuba babe nolwazi, izakhamuzi
ezizibandakanyayo ezingafaka isandla ekwenzeni ngcono komphakathi noma
ekuthuthukiseni umphakathi.

Uma uSchweisfurth echaza ngendlela yokufunda egxile kumfundi ungena noma

uchaza ajule uma siqhathanisa nokushiwo uJohn Dewey ngayo indlela yokufunda
egxile kumfundi. USchweisfurth uthi uma izwe lisebenzisa indlela yokufunda egxile
kumfundi linamathuba amaningi okuncintisana namanye amazwe ngokwemfundo
engafukula umnotho. Uphinde aveze nokuthi ukusetshenziswa kwendlela yokufunda
egxile kumfundi kungaletha izinzuzo ezibanzi emphakathini, okungaba ukunciphisa
ukungalingani kanye nokuba nezwi elizwakalayo emphakathini. UJohn Dewey naye
uvumelana noSchweisfurth ukuthi indlela yokufunda egxile kumfundi ingathuthukisa
umphakathi futhi yenze abafundi ukuba babe nezwi emphakathini abawakhele.
UJohn Dewey uphinde angezelele ukuthi indlela yokufunda egxile kumfundi
ingathuthukisa ugqozi nokuzibandakanya kwabafundi emfundweni yabo. Laba
bacwaningi bobabili uSchweisfurth kanye noDewey, kabakuvezi ukuthi lendlela
yokufunda egxile kumfundi ingasetshenziswa kanjani ekilasini kodwa bagxila
kakhulu kwimiphumela yokusetshenziswa kwayo le ndlela yokufunda.
UBarr kanye no Tagg (1995), bathi ukufunda okugxile kumfundi kunokucashile
kodwa kujulile imiphumela kubafundisi. Ukuze kube nenqubekelaphambili kule
modeli entsha yokufunda, abafundisi kumele bazinikele ekugcizeleleni ukufunda
ngenkathi behlanganyela amandla okufunda nokufundisa kanye nabafundi ekilasini.
Lokhu kungenziwa ngokucabangela izindlela zokuhlela kanye nokusetshenziswa
kokwengeza izinyathelo. Okokuqala, abafundisi bangasiza abafundi bazibekele
imigomo ngokwabo futhi bangazinikeza imisebenzi eqondiswe ngqo abafundi,
engalekelela ekwakheni ukuzithemba kwabo kanye namakhono okufunda. Ngaleso
sizathu, abafundi babanomdlandla okulawula izinto zabo zokufunda, futhi abafundisi
bathola ukuzithemba ekusebenziseni indawo entsha.

UKilpatrick (1918), uthi ukuthuthukisa ukufunda okunezigaba ezine esimweni

sangempela ngokusebenzisa izihloko, izingane zicacisa lokho ezifuna ukukwazi,
zibuzane imibuzo zodwa, zenze izindlela zokuthola ulwazi babheke izincwadi futhi
benze uhlelo lokusebenza, bethule okutholakele kwabanye, babuyekeze futhi benze
izahlulelo. Kuphinde kuthuthukise ukuthi uma kungelona ulwazi lwabafundi
nezithakazelo eziqondisa okuqukethwe yikharikhulamu khona ke imisebenzi nezinto
abazithakaselayo. Ugcizelela ukuba kubalulekile ukuthi izingane zifunde zodwa
ngoba ziyakhona ukuqondisisa ngendlela ekhaliphile futhi bakwazi ukwenza
izinqumo ezibafanele ngamunye. Lokhu kunikeza abafundi ukuba babuzane imibuzo
bakhona ukuba uma kukhona umfundi owazikancono abacacisele. Izingane zinikwa
igunya lokuba zinikwe isihloko abafuna ukufunda ngaso leso abasizwa kancono
noma abasazi kancono, lapho khona izingane zibamba iqhaza kuleso sifundo
ziphinde zizizwe zikhululekile uma zifunda leso sifundo abasithakaselayo. Uthisha
ubanika umsebenzi ukuba bazihlole bona ngokwabo lapho khona bezokwazi
ukubona amaphutha abo.

UBarr no Tagg bayavumelana no Kilpatrick ngokocwaningo lwabo lwendlela

yokufunda egxile kumfundi. Laba bacwaningi basivezela ukuthi indlela yokufunda
egxile kumfundi ingasetshenziswa kanjani ekilasini. Laba bahlaziyi bathi abafundi
kumele bazibekele imigomo yokufunda, okungaba ukuthi babuzane imibuzo, benze
nohlelo lokusebenza, lokhu kungalekelela ekuthuthukiseni ukuzethemba
nasekwakheni amakhono abafundi. Okushiwo yilaba bacwaningi uBarr noTagg
akuhambisani nalokhu okushiwo yilabacwaningi ababhalwe ngenhla kwabo
uSchweisfurth no Dewey. uSchweisrfurth no Dewey basivezela imiphumela
yokusetshenziswa kwendlela yokufunda egxile kumfundi kanti ngakolunye
uhlangothi uBarr no Tagg kanye noKilpatrick bona basivezela izindlela
okungasetshenziswa ngayo indlela yokufunda egxile kumfundi ekilasini.

Laba bacwaningi uBarr no Tagg kanye noKilpatrick abazivezi zonke izindlela

ezingasebenza uma kusetshenziswa lendlela yokufunda nokufundisa egxile
kumfundi, okungaba ukuthi abafundisi bacele abafundi bathule izethulo, lokhu
akugcini nje ngokusiza umfundi ukuba afunde isihloko ngaphakathi bathola nethuba
lokuthuthukisa elinye ikhono elibalulekile lasemsebenzini - ukwethula. Ngokugxila
kancane ekufundiseni nasekwethuleni ulwazi ekilasini ngendlela evamile,
kunokukhathazeka ngokuthi abanye abafundi bangase baphuthelwe ulwazi
olubalulekile noma bahumushe ulwazi ngendlela okungeyona. Lolu daba lungenza
abanye abafundi basalele emuva noma bathuthukise ulwazi olungalungile. Okunye
laba bacwaningi ababuvezanga ubuthaka bochitha iskhathi kwendlela yokufunda
egxile kumfundi ukuthi idla iskhathi esiningi sokufunda, lokho okungenza ukuthi
umfundisi asalele emuva ngokohlelo lokufundisa lukaZwelonke. Okunye abezange
beze nesixazululo ukuthi yikuphi okungenziwa ukuthi lendlela yokufunda egxile
kumfundi ingadli iskhathi.

UWeimar, M (2013), ubeke izimiso eziyisikhombisa esingazisebenzisa ukufundisa

ngendlela egxile kubafundi. Uthi uthisha kumele anikeze abafundi umsebenzi
abazowenza bebodwa ekilasini, isibonelo angabanika umsebenzi wokufingqa
bawenze bebodwa ekilasini ebese bakhipha izindawana ezinzima kulomsebenzi
abawunikiwe. Kwisimiso sesibili uthi, uthisha angaxoxi kakhulu axoxela abafundi
ekilasini kodwa abuze kakhulu imibuzo ukuze athole ukuthi bayezwa yini.
Eyesithathu Uthisha kumele enze umsebenzi wokukhipha iziyalo kubafundi, ahlele
imisebenzi ezokwenziwa ekilasini phakathi ezodinga abfundi ukuba bacabange
ngokujula. Othisha basebenzisa ukunika abafundi umsebenzi ukuba bawubhale
kuzokhona ukuba bakhuthaze abafundi ukuba bafunde ngamandla ngoba bazokwazi
ukuba kumele babhale umsebenzi abazohlolana bebodwa bengabafundi baphinde
banikezene izindlela abangenza ngazo ukuze bathole amamaki ancono uma
bengenzile kahle kulomsebenzi ozobe bewenzile, futhi loko kuzosiza abafundi ukuba
bakwazi ukuyikhuluma bengamaqoqo loko kuzocija ikhona labo lokusebenza
ngamaqoqo.

Amagebe nobuthaka bezincwaningo esenziwe.

Othisha bangasiza abafundi ukuba babone amandla abo nobuthathakaka babo futhi
bathuthuke ezifundweni zabo. Okunye uthisha angakhuthaza abafundi ukuba
bazibeke encupheni bazame izinto ezintsha ngokwenza njalo othisha bangasiza
abafundi ukuba bahlakulele okuzethemba ngokuzama izinto ezintsha nokwenza
amaphutha ngaphandle kokusaba ukwehluleka. Othisha bangathuthukisa imikhuba
emihle yokufunda kubafundi ngokubeka amathemba aphezulu kubafundi nokubanika
izinsiza ezidingekayo ukuze baphumelele. Enye indlela uthisha anagasiza ngayo
ekwakheni ukuzethemba kubafundi, ukwenza indawo yokufunda esekelayo. Lokhu
kubandakanya ukunikeza abafundi ukuqiniswa okuhle kanye nempendulo yomuntu
siqu. Ngokuhlinzeka ngendawo yokufunda esekelayo uthisha angalekelela umfundi
ukuba abone amandla akhe nobuthakathaka bakhe futhi athuthuke ezifundweni
zakhe.

Ukugcizelela lokho othisha badlala njengabasizi kuhloswe ngakho ukwenza ikilasi

liphile futhi libe nomdlandla. Ekufundiseni okugxile kubafundi, othisha bangasebenza
njengaba gqugquzeli ekilasini. Baphethe ukwenza lula ukufunda okwenzeka
kubafundi ngokwabo, ukuze bathole ulwazi lokufunda lwangempela noluyiqiniso.
Ngokugqugquzela ukufunda, kusho ukuthi uthisha ufuna ukumema futhi alethe
bonke abafundi abesekilasini lakhe ukuthi babambe iqhaza. Ukwenza ukufunda
kube lula akuwona umsebenzi olula uma othisha bengenakho ukuqonda okwanele
kwengqondo yezemfundo kanye namathiyori okufunda ahlukahlukene alandela
amamodeli nezindlela zokufundoisa ezintsha. angeke akuqonde ukuthi kumele
asebenzise indlela egxile kumfundi uma efundisa noma uma abafundi bakhe
bengenzi kahle uma esebenzisa indlela egxile kuye uma efundisa.

Indlela kathisha yenza lula ukufunda kushukuthi bonke abafundi abangenabo

ubungqayizivela bezici zomunye nomunye kufanele bakwazi ukugqugquzelwa
uthisha ukuze balandele ukufunda okuqhubekayo lokhu kubalulekile. Ngenxa
yesifiso nokugqugquzeleka okuvela ngaphakathi kwabafundi okuzokwenza baqonde
kakhulu into efundiswayo ekilasini. Lokhu kukhulisa ugqozi nomdlandla wabafundi
ukukhuthaza ukufunda nokwenza ncono ikhono labo lokufunda ngokuzimisela. Futhi
othisha badlal indima ebalulekile ekwakheni indawo ekhuthaza ukufunda
kwabafundi, evemele izitayela zokufunda ezahlukahlukene, bagqugquzele abafundi
ukuba bamukele isibopho. Othisha badlala iqhaza lokuthi bnanikeze izimpendulo
ukusiza abafundi bathuthuke. Iqhaza eliningana lothisha ekufundiseni okugxile
kubafundi abangaba qondisi, abagqugquzeli kanye nabaqeqeshi.

Okunye okubamba iqhaza ukuthi othisha basebenzisa izindlela eziningi zokufundisa

ezifanele izinjongo zokufunda kwabafundi njengengxoxo yamaqembu amancane,
yimibuzo ephenduliwe, nokubuyekeza okuqukethwe. Izindlela ezithile zokufundisa
zilungele kuphela abafundi abanesitayela esithile sokufunda. Uma othisha
basebenzisa indlela eyodwa kuqinisekile ukuba abafundi abanesitayela esithile
sokufunda bazoba nesithukuthezi futhi bangakwazi ukufeza izinhloso zokufunda
ezilindelekile, isibonelo uma uthisha esefundisa ngendlela yesifundo esebenzisa
imidiya yokufundisa ngendlela yokwethulwa kwephuzu lamandla.

Othisha bayakuqaphela ukuthi umfundi ngamunye uhlukile kwabanye futhi angase

abe nesitayela sokufunda esihlukile ngokunikeza izilayezo ezehlukene,
bangalungisa izindlela zabo zokufundisa ukuze zivumelane namandla
nobuthakathaka bomfundi ngamunye lokho kuvumela abafundi ukuba bakhe
ukuzethemba emakhonweni abo. Othisha banegunya lokunikeza abafundi
umsebenzi eyinselelo kodwa okusemandleni abo ukuze bakhe ukuzethemba.
Kungani benza ngempumelelo izabelo ezinzima ukukholelwa kwabo emakhonweni
abo kuyakhula. Othisha bangathuthukisa isimo sengqondo esibi kubafundi babo,
babakhuthaze ukuthi babheke izinselelo njengamathuba okufunda nokukhula.
Uma abafundi benikezwa ithuba lokuba bafunde bebodwa, bangazinikeza noma
bangakhetha imisebenzi yokuzihlola elula kanti uma kukhona uthisha angabanika
umsebenzi wokubahlola ozodinga ukuba bacabange ngokujulile, lokho kuzocija
amakhonao abo okufunda. Othisha bangaqondisa abafundi ekuzicabangeni
nasekubekeni imigomo, babasize bakhombe izindawo abangathuthuka kuze futhi
bakhe uhlelo lokukhula. Lenqubo inganika abafundi amandla okuthatha ubunikazi
bokufunda kwabo futhi bathuthukise ukufunda kwabo. Iqhaza likathisha lithuthukisa
ukuzethemba komfundi linezici eziningi. Kubandakanya ukudala indawo yokufundda
eyakhayo nesekelayo, ukunikeza impendulo eyakhayo, kanye nokugqugquzela
umqonndo wokukhula. Lapho abafundi bezizwa bebalulekile, besekelwe, futhi
bephonselwa inselelo maningi amathuba ukuba bathuthukise ukuzethemba
okudingekayo ukuze baphumelele emizamweni yabo yezemfundo.

Uthisha ulawula ikilasi ngokugcwele kanye nemisebenzi ukulawula ngokugcwele

kunciphisa ukukhathazeka kothisha ngokuthi bangase balahlekelwe izinto
ezibalulekile. Lapho uthisha ethatha isibopho esigwele sokufundisa iqembu
labafundi, ikilasi liyazuza endleleni egxile ocwaningweni, ekuhleleni
nasekulungiseleleni. Othisha bazizwa bekhulekile, beqiniseka futhi bephethe
imisebenzi yasekilasini. Uma imfundo igxile kothisha, ikilasi lihlala lihlelekile.
Abafundi bathule, futhi ugcina ukulawula okugcwele kwekilasi nemisebenzi yalo.
Ngenxa yokuthi abafundi bafunda bodwa, bafunda ukuzimela futhi bazenzele
izinqumo. Uma uthisha eqondisa yonke imisebenzi yase kilasini, akudingeki
akhathazeke ngokuthi abafundi bazophuthelwa isihloko esibalulekile.

Njengoba sazi ukuthi okuqukethwe akukhona kuphela uthisha agxile kukho

ekuqaliseni ukufundisa kubafundi ngempumelelo. Kodwa- ke, okuqukethwe
okubalulekile kubandakanya kakhulu ukuhlangabezana nesidingo sabafundi
kuzosiza uthisha ukuthi akhe ukufundisa okugxile kumfundi okuphumelelayo noma
okuyimpumelelo. Ngakho- ke, kuyisidingo sokuba wonke uthisha akhethe okufanele
ngokusekelwe ezidingweni nezici ezihlukahlukene zabafundi. Okunye okubalulekile
ukuthi othisha kumele banikeze impendulo abafundi ukuze bathuthuke, bazame
ukuhlanganisa ukuhlola okwakhayo ohlelweni lokufund. Ngokwenza lokhu abafundi
abalungiselwela kahle nabangebona abakuleli bayohlomusa ekuphenduleni
nasekukhuthazeni okuqhubekayo. Impendulo idlala indima ebalulekile ekufundeni
kwabafundi.

( Isthombe: Sicashunwe ku Google)

Kulesi sithombe sibona abafundi abane behlezi ndawonye befunda. Lokhu

kuyamana kahle nendlela egxile kumfundi yokufunda. Indlela egxile kumfundi
yokufunda ithi abafundi abafunde bebodwa noma abafundi basizane bebodwa
ukufunda. Lesithombe siyisibonelo esihle ngoba sibona umfundi efundisa abanye
ontanga yakhe lokho kuchaza ukuthi uyena usiqonda kancono isihloko
okukhulunywa ngaso. Siyakukhuthaza lokhu ngoba kwenyusa ukuzethemba
kubafundi kanti futhi abafundi bafunda kancono uma befunda nontanga babo.
Abanye abafundi bayasaba ukubuza imibuzo uma kukhona uthisha kodwa uma
enontanga yakhe uyakhona ukubuza kanye nokuveza imibono yabo. Izingane
zinogqozi futhi ziyakuthokozela ukufunda zoda ngaphandle kukathisha, lokho
kwenza abafundi bakhululeka ngoba banikwa uthisha igunya lokuba bazikhethele
bona ukuba yini abafuna ukuyifunda. Futhi bazizwa bekhululekile ngoba basuke
bebodwa bayakhona ukuzibandakanya esifundweni ngoba azisabani uma zizodwa.
Lapha abafundi babelana ngemicabango nemibono yabo, lokhu kubalekelela
ekutheni bafunde ngokukhuluma ngokuzethemba nanempumelelo. Lokhu
kungabasiza bathuthukise amakhono okuxhumana abawadingayo ukuze
baphumelele emsebenzini nakwezinye izimo zokuphila.

(Isithombe: Sicashunwe ku inthanethi).

Kulesi sithombe sibona uthisha ubeke izingane ngamaqoqo lokho kusiza abafundi
ukuba bakwazi ukuzimela uma benza umsebenzi njengoba uthisha ekhona ekiilasini
kanye Nabo abafundi lokho kwenza ukuthi abafundi uma bedinga usizo noma uma
sebeqedile ngomsebenzi noma uma benze amaphutha bayakhona ukuba babize
uthisha ukuba azobasiza noma ezobamakela, uma esebamakele abasize uma
benze amaphutha. Uthisha usebenza njengomgqugquzeli, unikeza ukusekela
nokuqondisa kubafundi njengoba esebenzela ukufeza izinhloso zakhe. Lokhu
kuthuthukisa ukuzethemba kubafundi njengoba kubavumela ukuthi bathathe
ubunikazi bokufunda kwabo futhi bazakhele amakhono abo. Uma uthisha
egqugquzela abafundi kuvimba ukungqubuzana , ngokwakha izindawo zokufunda
ezamukelayo lapho umehluko uzuzisa wonke umuntu futhi nemithetho yokuxoxisana
idalwe ngokuhlanganyela futhi icacile. Ngaphezu kwalokho, abafundi bathola
ubuhlakani obuningi fuhti bayakhuthazeka ukuzivumelanisa nezindlela ezintsha
zokucabanga. Ngakho-ke, othisha bahlala behamba phambili ekubaqondiseni noma
kuphi nanoma nini lapho kunesidingo ngenkathi beqondisa imibuzo yabo ngendlela
eyakhayo.