THE MANAGEMENT AND CONTROL PROBLEMS IN THE CLASSROOM
CHAPTER ONE
INTRODUCTION
THE STUDY’S BACKGROUND
This project seeks to investigate classroom control and management issues at Ujevwu Primary School in Delta State’s Udu Local Government Area.
The purpose of description in schools is not to convey a point of view about the proper definition of school discipline, but to bring together opposing viewpoints and attitudes so that the reader has a foundation upon which to base his or her own conclusion.
According to Barry (1973), discipline is one of the most contentious issues in education. It is an area of interest that is closely involved with many parents and teachers who feel the need to refine school values to account for changes in the social environment but are not always sure how to go about it.
Neils (1990) defined discipline as “near total freedom to young people to find their own philosophy of behavior and relief,” or “would it be wiser to seek to press some or all of the traditional standards as an essential bulwark against the risk of social disruption?” The banjo regarded discipline as the first law in a good school, because school life cannot function without it.
Adeyemo (1991) defined discipline as the teacher’s control of the children in the context of school life. In general, it is training that instills in children self-control, orderliness, obedience, and the ability to cooperate.
Farret also saw discipline as a measure of how well children exercise self-control and willingly apply themselves to the tasks assigned to them by their teachers.
Derek 1971 defined discipline as the highest level of control imposed by the teacher rather than imposed by the students.
According to Homwens and Popular O. 2005, discipline is typically perceived as the preservation of order and control.
Traditionally, these are the results of control and management techniques; however, we believe that this view of discipline is far too simplistic. When using management techniques to solve problems in the classroom, teachers must make decisions on the fly, in split seconds.
Classroom management principles must be understood and developed in the context of appropriate and instructional outcomes determined by teacher-student situation factors. The attitudes that students develop in formal classroom settings are influenced by the teacher’s classroom management skills.
In my opinion, and in the opinion of all the authors who have defined disciplines in one way or another, discipline is self-control and willingness to accept order.
PROBLEM STATEMENT
Primary school problems are associated with student ignorance control. Students’ lives are shattered when incorrect information is spread among them, and they are misled by others.
Today, the problems caused by our youth’s lack of discipline are numerous. As a result of indiscipline, students exhibit a variety of undesirable behaviors, including disobedience, disorderliness, dishonour, and a lack of self-control.
All of this has resulted in inability to concentrate, poor school performance, deterioration of students’ mental health, a high rate of school dropouts, an increase in illiteracy, and overpopulation.
This study is also looking into how indiscipline affects students. It teaches students how to instigate undesirable behavior among themselves. And to argue for the importance of teaching discipline in primary school, from grades one to six. To seek or discover the various ways in which discipline can be taught, who can teach it, and the goals that can be achieved through discipline teaching.
OBJECTIVE OF THE STUDY
The goal of this study is to collect data on the issue of discipline implementation in order to draw the attention of both educators and non-educators to the effect of discipline. The impact of discipline on our primary schools and students’ academic performance by academic staffs and primary schools in enhancing the nation’s socioeconomic and political development.
PROBLEMS IN RESEARCH
1. Students believe that indiscipline will save them from embarrassing situations.
2. Students believe that discipline should be taught at home.
3. Students want discipline to be incorporated into the school curriculum.
QUESTION FOR RESEARCH
The study will answer this question based on the problem stated above.
1. Is there a connection between discipline and classroom management?
2. Are there professionally qualified teachers to teach primary school students about classroom control and management issues?
3. Are instructional materials available for teaching and learning classroom control and management?
4. Are school teachers given the opportunity to attend seminars and workshops?
5. Do teachers use the recommended method of teaching classroom control and management?
6. Do students exhibit good behavior while teaching classroom control and management?
THE STUDY’S IMPORTANCE
The significance of this study is to bring to the public’s attention possible solutions to the problem of classroom control and management, as well as the impact of discipline in the primary school system.
Discipline is important because it affects all subjects on the school schedule as well as students, teachers and parents, communities, education officers, and policymakers in some way.
To accomplish this, school life must be based on mutual respect for all of its members as well as understanding of the difficulties and problems they face. The principal and teachers are responsible for the entire area of working relations within the school community. The principal’s or head of unit’s door must never be closed to any students, parents, staff, members, education officers, and policy makers, and he must also be prepared to listen at any time to seemingly trivial details that are, of course, vital to the complainants.
SCOPE
Discipline is not limited to a few primary schools in the Udu local government area, but is found in all primary schools in Nigeria. It is essential for everyone, not just students and adolescents.
TERMS DEFINITION
Discipline: Orderly or good behavior is defined as actions that result from training in a system of rules for good behavior and respect for accepted rules and regulations or a specific institution or society.
Indiscipline: This is the bad behavior or bad conduct of students who do not follow the rules and regulations of a school.
Trained teachers include education graduates, N.C.E holders, and holders of educational diplomas.
Untrained teachers are teachers who have been appointed to teach in primary schools but have received no formal teacher education, i.e. no educational qualification.
Respondents: Individuals who answer questions during an interview or complete a questionnaire for the researcher’s work.
A student is a person who is enrolled in a primary school and is pursuing a course of study and instruction.
Parents teacher association: This is an organization where parents or students, as well as teachers, from a specific school, meet to discuss issues affecting and concerning the school and its students.
Broken homes occur when students’ parents separate or divorce, leaving their children without proper care and security.
Headmaster: This is the primary school’s principal; he is in charge of everything.
Delinquency is defined as wrongdoing or failing to perform a duty at school or at home.
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THE MANAGEMENT AND CONTROL PROBLEMS IN THE CLASSROOM