HOW DO YOU DEFINE PROBLEM BEHAVIOUR AND DISCIPLINE

Strategies adopted for ensuring discipline has been a very challenging encounter. This study therefore explores procedures involved on how teachers carry through their respective roles in managing indiscipline and how students perceive such involvement in Effutu Municipality. A case study design using qualitative approach was adopted for the study. Thirty six (36) respondents comprising twelve (12) teachers and twenty-four (24) students from two (2) Public Junior High Schools were purposively selected. Data was gathered through interviews which was analysed thematically. The study findings revealed that, teachers used judgemental to subjective behaviours as well as evaluating the disciplinary measures to interpreting it as the appropriate measure to stop misbehaviour. Teachers start using verbal appreciation and stopped their habit of de-motivating students. Additionally, in place of punishment, they preferred to encourage those students, who were not showing interest in classroom activities. It is therefore recommended that teachers should cultivate the habit of involving students in rule setting in order to promote ownership of the rules and to encourage them to take more responsibility for their own behaviour and also employ cooperative disciplinary measures as compared to punitive and harsh disciplinary measures could be used to inspire children.

World Journal of Advanced Research and Reviews, 2023

Indiscipline among pupils refers to a situation in which pupils do not control their behavior or obey school rules. Indiscipline entails any act that diverges from acceptable societal norms and values. It is a violation of school rules and regulations which is capable of obstructing the smooth and orderly functioning of the school system. Discipline in a classroom situation, is the ability to guide and control the class towards the attainment of predetermined objectives of education, while Indiscipline on the other hand entails a situation whereby energy and impulses are uncontrolled by moral principles or external authority. To this end, indiscipline in a school may be defined as the unwillingness of pupils and staff to respect authority, obey school rules and regulations, and maintain a high standard of moral and attitudinal behavior conducive to the teaching-learning process as essential to the smooth running of the school. It was for this aim that the study was conducted to analyze factors that lead to a high level of indiscipline among pupils in secondary schools of Lusaka district. The study employed a mixed-method approach and a descriptive survey design that sampled head teachers, teachers, and pupils. Data was obtained from the respondents by means of interviews and questionnaires. The sample consisted of three hundred respondents. Percentages, tables, graphs, and pie charts were used to analyze the data with a combination of software MS Access and MS Excel (version 26). The results of the analysis showed that pupils and teachers agreed on the causes and effects of indiscipline cases in secondary schools which included among others; the Influence of peers, Negative attitudes towards education, Irresponsible parents, and Schools' inability to enforce rules and regulations. The study therefore recommended that the Ministry of Education should intensify monitoring of schools to ensure that teachers and pupils are fully involved or committed to the teaching and learning process. Additionally, Rules and regulations should be realistic and stated clearly for the absorption of all pupils in all secondary schools.

Discipline plays an important role in the success of every learner and is considered as a crucial part of the educational process. Undesirable behaviors in the classroom should be interrupted to ensure a smooth flow during the educational process. This study aimed to identify the undesirable pupils’ behaviors in the academic classroom of Oyan Elementary School. This paper, determines best practices of teachers of all content areas and grade levels to address misbehavior among elementary school pupils in the school where the researcher is presently engaged. The results of the study has shown that majority of the intermediate pupils observed were female aged 12-13. The intermediate pupils’ academic performance in communication Arts-English, Mathematics, EPP and HKS were found to below average while they had an average performance in Communication Arts-Filipino. The pupils’ undesirable behaviors were found by the teachers as sometimes manifested due to the ineffective practices used by teachers in meeting pupils with undesirable behavior. On the basis of the findings and conclusions, the school administrators are recommended to update teachers along the lines of meeting pupils with problems, the effective styles used and the possible outcomes so that there could be behavior modification among the pupils exhibiting behavior problem. Teachers may equip themselves with the necessary traits of being a guidance counselor through attending seminars related to guidance and counseling. Home visitations may be done by the teachers to afford a workable atmosphere between teachers and parents regarding pupils’ attitudes. Periodic evaluation on the degree of accomplishment of teachers as to behavior modification implementation may be undertaken.

2019

School discipline and school indiscipline is one of the most important issues in pedagogical theory and practice. Testimonies of various situations in schools in the Republic of North Macedonia indicate that the educational component in the schools is reduced, the teaching staff are more often faced with problems of how to establish discipline with dignity, how to raise the quality of moral education, and how to solve the problems of indiscipline of individual students. The paper presents result of investigated teachers’ opinions and views in primary education. The aim of this study is to find out what teachers think about school discipline and indiscipline, what kind of model of school discipline do they implement in their work, and how teachers are solving problems with indiscipline? In this research were included 70 teachers from VI to IX grade in primary schools from Bitola, Prilep, and Ohrid municipality in the Republic of North Macedonia. The results of this research are the b...

International Journal of Open-Access, Interdisciplinary & New Educational Discoveries of ETCOR Educational Research Center (iJOINED ETCOR), 2022

Aim: The research was concerned with finding students' most common behavioral problems inside the classroom, the greatest barrier that hinder discipline implementation in class, and identifying teachers' commonly used classroom discipline strategies with an end of developing material in addressing behavioral problems in the classrooms. Methodology: The study is descriptive research utilizing quantitative approaches. Survey questionnaires were given to 128 randomly selected grade 7 to grade 10 students at Canda National High School for the school year 2019-2020. Weighted mean was used to analyze and interpret data. Results: The results revealed that the most common behavioral problems inside the classroom are not paying attention to teachers and being the source of distraction (standing, shouting, changing seats); being late, cutting classes, and absenteeism; and verbal bullying (throwing jokes, giving nicknames, insults, etc.). Furthermore, the influence of media, technology, and networking sites, the influence of peers and classmates to misbehave in class, and parents' tolerating their children's wrongdoings ranked as the greatest barriers that hinder discipline implementation in class. When it comes to teachers' classroom discipline strategies, all used discussion, many used involvement, reward, and recognition, while few used hinting, aggression, and punishment. Conclusion: Apart from other discipline strategies, punishment and aggression have the most negative effects on children. Therefore, the education sector continued banning corporal punishments in the classroom and began using positive discipline strategies such as hinting, involvement, discussion, and giving rewards.

Pastoral Care in Education, 1997

Teachers in a large, all‐male urban school in Jordan were interviewed about their perceptions of the most frequently occurring student misbehaviour. It was hoped to be able to identify the causes of such ‘disruption’ to teaching and learning in the school. Teachers spontaneously identified eight forms of student misbehaviour, which reflected clearly different kinds of interference with the teacher's authority. Teachers showed great awareness of the constraints which operate in the school context, which in turn affect their means of managing discipline in the classroom. Though this study was undertaken in a context which is significantly different from England, it is interesting that the issues these teachers saw themselves confronted with were not significantly different from those reported in this country. The conclusions that the researchers draw from their data have relevance beyond the specific context in which this study was undertaken.

The provision of formal education for all categories of people is important for the economic and social development of Ghana. The Education Act of 1961 for example, emphasized the education of all children. UNESCO (1990) iterated the need to target education for all children, youths, and adults. It was further emphasized at the 1990 World Conference on Education for All (EFA) in Jomtien, Thailand on the need to go well beyond providing universal access to education to improving educational quality and distributing educational resources more equitably. Ghana Education Service (GES) in collaboration with the teacher education division and the institutions concerned (each school) have listed various disciplinary polices before events surface. This is to ensure that teachers and students likewise have recognized early enough the various efforts outlined to promote growth and development. Also, it is important that all should be willing to cooperate out of respect and fairness to one another in the face of disciplinary measures. It then becomes binding on the student to endeavour to uphold these virtues, the policies and the standards. Students perception of school policies with regards to exeats, visits, general comportment are all duly considered by disciplinary committees through which students and tutors are responsible for the maintenance of order and a channel of protest against unjustified implementation of discipline (uncalled for punishment). AsieduAkrofi (1978).

Scottish Educational Review

This paper attempts to contribute to the reconsideration of behavioural problems in the school setting. It begins by adopting a case-study approach to three instances of problem behaviour recorded in the author's work in schools. In subjecting each incident to an exploratory analysis, attention is drawn to possible but generally implicit meanings and circumstances underlying the event and its interpretation. The divergent perceptions of behavioural problems held by pupil, teacher, psychologist and researcher, are intimately bound up with these underlying meanings and circumstances. The notion of "contexts of construal" is offered as a way of conceptualising the formative links between experiences, roles and institutional conditions, which both reinforce and recreate these divergent perceptions. In the light of the analysis presented, it is suggested that there is a need to develop in situ contacts and communications among pupils, teachers, psychologists and researchers.

2006

Recommendations XII 5.12 Response of Educators to Male Learners who Misbehave as 136 compared to Female Learners who Misbehave 5.12.1 Conclusions/recommendations 136 5.13 The Role of the Department of Education (DOE) 136 5.13.1 Conclusions 5.13.2 Recommendations 137 5.14 The Role of the School Management with regard to Discipline 139 5.14.1 Conclusions 139 5.14.2 Recommendations 139 5.15 The Characteristics of Educators who can maintain Good 140 Discipline 5.15.1 Conclusions 5.15.2 Recommendations 5.16 Causes of Serious Misbehaviour 5.16.1 Conclusions 5.16.2 Recommendations 5.17 School/External factors which affect Discipline 5.17.1 Conclusions 5.17.2 Recommendations 5.18 Role of learner-leaders and their Role in Discipline 5.18.1 Conclusions 5.18.2 Recommendations 5.19 Role of Parents 5.19.1 Conclusions 5.19.2 Recommendations 5.20 Recommendations for Future Research 5.21 Concluding Remarks CHAPTER ONE DOCUMENTS/OTHER African Charter on the Rights and Welfare of the Child. 1990-Ratified by RSA in Jan. 2000. UN Convention on the Rights of the Child. 1989-Ratified by RSA in Oct. 1997. Kwazulu-Natal department of education and culture school governance unit: A Guide for Tribunals (Disciplinary Hearings) related to Learners at public school, 21 Sept. 1998.

This study was initiated to investigate the causes of indiscipline among pupils in four selected Junior Secondary Schools in Bo City, Southern Province, and Republic of Sierra Leone. Bo is located in the Southern Province of Sierra Leone. The city of Bo is divided into wards and within these wards are communities. Bo is bounded in the Southern by the Moa River estuary. Much of Bo is made up of hills to mountainous granite. In between the hills are valleys in which stream water flows in all directions from the hills top to the outer border. Other land used as commerce, industry transportation and housing has gradually shifted farming into restricted locations with Kenema that required the use of high nutrient input to enhance sustainable crop production. The main types of farming include traditional variety of leafy vegetable production. Livestock activities are restricted to poultry and piggery production on small scale for consumption of large scale of cash, particularly in the peripherals off the township. The results of the study revealed that there has been a rising incidence in the level of violence and other forms of indiscipline in school especially after the rebel war in Sierra Leone. The instances of violence and disciplinary problems are severely interfering within the learning environment of students. A lot of studies have been done on disciplinary problems of indiscipline among pupils in Junior Secondary Schools. The purpose of this study therefore is to explore the problems of indiscipline among pupils in four selected Senior Secondary Schools in Bo. In addressing this problem the following research questions were addressed in this study. Making recommendations that will embrace effective discipline of pupils in the targeted schools in Bo. The study was designed to obtain information that will describe the problems of indiscipline among pupils in Junior Secondary Schools in Bo. Semi-structured recording schedules were administered to fifty-four (54) respondents, secondary data coupled with information discussion with key information ware used The rules and regulations or expected code of conduct for pupils were similar in all four targeted Schools in Bo and the major among others were; leaving the classroom without permission and failure to follow specific instructions given by school authorities. The study revealed that, verbal or physical abuse of authority, vandalism of school property and theft were the most commonly reported disciplinary problems in schools. The study suggested that teachers should communicate behavioural expectations (rules and regulations) to pupils and clearly explain to pupils the consequences of indiscipline.