IJzeren vuist of fluwelen handschoen? De invloed van het vertrouwen in leerlingen, directie en collega’s op het belang dat leerkrachten hechten aan discipline
IJzeren vuist of fluwelen handschoen in klas?
Hoe komt het dat sommige leerkrachten in klas een strakke discipline eisen, terwijl andere meer het initiatief overlaten aan de leerlingen? Het vertrouwen dat de leerkrachten hebben in hun leerlingen en in hun directie blijkt hierbij alleszins invloed te hebben. Merkwaardig genoeg blijkt de invloed van het vertrouwen in deze twee partijen heel verschillend te zijn. Leerkrachten die hun leerlingen vertrouwen blijken minder discipline te eisen. Wie de directie vertrouwt, blijkt daarentegen strenger te zijn.
De gegevens van het Vlaams Leerlingenonderzoek dat in 2004-2005 in ruim 80 scholen uit het ASO, TSO, BSO en KSO werd uitgevoerd, heeft al tot heel wat interessante besluiten geleid. Een groot onderzoek van dr. Dimitri Van Maele van UGent bracht aan het licht dat vertrouwen in de directie, in de leerlingen en hun ouders en in de collega’s voor leerkrachten heel belangrijk is. Leerkrachten met meer vertrouwen functioneren beter op school en gaan hierdoor de leerprestaties van de leerlingen versterken. De schoolcontext is hierbij van belang, want het vertrouwen van leerkrachten verschilt van school tot school. Een recente studie met de gegevens van het Vlaams Leerlingenonderzoek gaf aan dat ook in de manier waarop leerkrachten in klas omgaan met discipline vertrouwen een rol speelt. Dit blijkt uit analyse van de antwoorden van 2 091 leerkrachten.
De laatste jaren wordt een minder strenge manier van lesgeven verkozen boven een ijzeren hand. In een positieve klasomgeving kan de leerkracht de discipline meer aan de leerlingen overlaten en moet hij of zij zelf niet voortdurend de boeman spelen. Discipline wordt als het moeilijkste aspect van opvoeding beschouwd. Veel jonge leerkrachten haken vooral daardoor voortijdig af. In de VS stopt 33 % van de nieuwe leerkrachten binnen de eerste drie jaar en zelfs 46 % binnen de eerste vijf jaar. Problemen met gezag is een belangrijke oorzaak voor het verlaten van het onderwijs, ook in Vlaanderen.
Nu blijkt dat leerkrachten die hun leerlingen vertrouwen minder vlug geneigd zullen zijn om met strenge hand les te geven. Ze vertrouwen op de betrouwbaarheid, openheid en eerlijkheid van de leerlingen waardoor die uit zichzelf de nodige discipline aan de dag kunnen leggen. Vertrouwen in de leerlingen zorgt voor een positievere aanpak. De leerkrachten zijn geduldiger, benaderen de leerlingen individueler en gaan problemen bespreken i.p.v. zelf onmiddellijk orde op zaken te stellen.
Het onderzoek maakte ook duidelijk dat vertrouwen in de directie – weliswaar minder sterk dan bij vertrouwen in de leerlingen – invloed heeft. Leerkrachten die de directie vertrouwen gaan wel meer discipline in klas eisen. Naar de relatie tussen leerkrachten en directie bij klasdiscipline werd nog niet veel onderzoek gedaan, maar het lijkt dus wel dat de houding van de directie belangrijk kan zijn voor de manier van lesgeven.
Naast vertrouwen blijkt ook ervaring invloed te hebben. Oudere leerkrachten gaan meer discipline eisen, maar dit kan niet alleen met de leeftijd, maar ook met een veranderende samenleving te maken hebben. Dat jonge leerkrachten op een positievere manier les proberen te geven, kan wel hoopgevend zijn om hen in het onderwijs te houden.
Opvallend is ook dat leerkrachten die van zichzelf denken dat ze doeltreffend les geven meer belang hechten aan discipline. Wie denkt de lessen op een bekwame en efficiënte manier te organiseren, zou strenger zijn. Wie zichzelf af en toe in twijfel trekt, zou progressiever les geven en minder sterk discipline eisen.
Ook voor klasdiscipline is de schoolcultuur belangrijk. In de Vlaamse scholen wordt er niet steeds op een zelfde manier omgegaan met klasdiscipline. In scholen uit het vrij onderwijs blijken leerkrachten minder met discipline bezig te zijn dan in scholen uit het gemeentelijk en gemeenschapsonderwijs. Opvallend is ook dat er in scholen met een grotere proportie meisjes minder discipline wordt geëist. Hoe meer jongens er op school zijn, hoe strenger de leerkrachten dus zijn.
Dat leerkrachtvertrouwen in de leerlingen voor een positievere aanpak zorgt, maar leerkrachtvertrouwen in de directie het tegengestelde effect heeft, stemt tot nadenken. Naast het creëren van een omgeving waarin leerkrachten de leerlingen kunnen vertrouwen, mogen directies ook het belang van hun vertrouwensrelatie met de leerkrachten niet onderschatten. Zowel directies als leerkrachten kunnen alle nodige steun gebruiken om vertrouwen op te bouwen en zo het leerproces van de leerlingen te versterken met een positieve aanpak.
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