Abstract
This paper analytically discusses the disciplinary measures used
in senior secondary schools in Nigeria with the emphasis on the problems
encountered with a view to proffering far reaching solutions to the challenges.
The paper posits that the causes and kinds of disciplinary problems experienced
are determinant of disciplinary measures to be taken. To this end, truancy,
absenteeism, fighting, stealing and drug addiction among others are typical
examples of disciplinary problems experienced in Nigerian secondary schools.
While parental/home, political, social and economic, school environment, school
curriculum and peer group influence among others are the causes of disciplinary
problems. The study asserts that discipline is not necessarily punishment but
punishment is one of the disciplinary measures in school. Finally, the paper
recommends moral punishment and well spelt out code of conduct for all students
to follow.
Discipline is probably the most difficult and unpleasant
part ofteaching profession. The teacher is faced with the challenges of
educating, socializing, empowering and certifying students, but with the help
of good teaching atmosphere (Fafunwa, 2004; Farrant, 2004).Students‟ misbehavior
is a prevailing problem affecting schools not only in Nigeria but also across
the many nations around the world. Student’s ‟misconduct in the classroom
interferes with teaching and learning and is thought to be precursor to later
school dropout and similar negative social outcomes. The indiscipline problem
in schools is ranked as a major problem among students of secondary schools in Nigeria.
Disruptive behaviour is a concern to schools and parents and to fellow
students, whose education may be adversely affected. So it cannot be ignored,
and schools must tailor a well-understood sound behaviour and discipline
policy. When schools effectively communicate rules, set high expectations and
provided frequent feedback, the need for discipline will likely be infrequent.
However, action is occasionally required to correct a
situation where a student has broken the rules or is not putting in the
required amount of effort. The approach taken to the disciplinary action often
determines its effectiveness. Many traditional approaches to discipline are
negative, punitive and reactive, which result in bad feelings for all parties
involved. A positive approach to discipline involves a process designed to
solve performance problems and encourage good performance. The basic theory
behind the positive discipline approach is that when a student is treated as an
adult who must solve a problem, rather than as a child who must be punished,
the student is more likely to respond positively and correct the problem.
Conceptual Framework: Discipline in
School System
Discipline globally viewed could be termed to mean training
that enables an individual to develop an orderly conduct and self-control as
well as self-direction (Egwunyenga, 2000). Therefore, discipline defines the limitations
of an individual or a group of people. It is the practice of restraint, which may
be self-imposed. With reference to the school, Adesina (1980)described it as a
situation whereby students are taught to respect the school authorities,to
observe the school laws and regulations and to maintain established standard of
behaviour. This means that respect for self and respect for others are involved
(Peretomode, 1998).
School
discipline is an essential element in school administration. This is because
discipline is a mode of life in accordance with laid down rules of the society
to which all members must conform, and the violation of which are questionable
and also disciplined. It is seen as a process of training and learning that
fosters growth and development (Imaguezor, 1997). The aim of discipline is
therefore, to help the individual to be well adjusted, happy and useful to his
society. The doctrine of school discipline according to Nolte (1980) and Barrell
(1978) is based on the concept of “loco parentis” which allows school authorities
full responsibility for children’s upbringing, the right of discipline and
control. In effect, teachers have the right to punish students who contravene
school laws. Discipline refers to a systematic instruction given to a disciple
or a student. To discipline means to instruct a person to follow a particular
code of conduct.
In a nutshell, school discipline refers to regulation of
children and the maintenance of order (“rules”) in schools. These rules may,
for example, define the expected standards of clothing, timekeeping, social behavior
and work ethics. The term may be applied to the punishment which is the consequence
of transgression of the code of behaviour. In other words, the usage of school
discipline sometimes means upholding disciplinary action against nonconformity
with the school rules.
Issues in Disciplinary Measures
School is an institution with a specific purpose, to nurture
the youngster in such a way that he will be useful to himself and society. Most
of the misbehaviours of students in Nigerian secondary schools result from a complexity
of factors that reside both within the child and forces outside him. This could
be examined under common disciplinary problems and severe disciplinary problems.
Common Disciplinary Problems
Rosen (1997) distinguishes the following ten types of
disciplinary problems which may lead to a learner‟s suspension, namely; defiance
of school authority; not reporting to after-school detention or Saturday school;
class disruption; truancy; fighting; the use of profanity; damaging school
property; dress code violations; theft; and leaving campus without permission. The
other common types of disciplinary problems experienced in secondary schools as
mentioned by Donnelly (2000) include fights, insubordination, little support
for educators, a general climate of disrespect, anddistrust of the administration.
Emphasizing that the types of disciplinary problems mentioned above are the
onesbeing experienced in Nigerian secondary schools.
Severe Disciplinary Problems
Alidzulwi (2000) attested to the fact that severe
disciplinary problems have been experienced in secondary schools, stressing
that some schools have developed into battlefields, since learners carry
weapons such as guns to schools. Incidences have been reported of learners
stabbing their educators and principals with pangas, and they also fight each
other. A survey on educators‟ opinions on violence in education conducted by
Frazier and others (in: Smith 1999) reveals serious cases of learner violence.
These include the burning down of classrooms, learners attacking educators and
principals, learners setting fire to educators‟ cars, and attacking taxi drivers,
in order to steal their cars.
Moodj
(in: Smith 1999) distinguishes the kinds of perpetrators of school violence as
those making themselves guilty of
•
Verbal violence (name-calling, creating disorder, bullying);
•
More serious behaviour, including vandalism, theft, blackmail;
•
Extortions, or using a weapon on the school premises;
•
Planned violence, which includes physical violence with weapons in or outside the
school; and
•
The sexual harassment of girls
Causes of Disciplinary Problems
At this juncture, there is every reason to know the causes
of these ugly actions and reactions in our institute of learning. In Nigeria
for instance, the ills and vices that go on in the society have their effects
in schools. Students, teachers and even school managers are involved in one
form of indiscipline or the other. Generally speaking, some of the causes are;
Parental/Home Factor
Most authors regard parents as of the greatest importance in
creating a conducive teaching and learning atmosphere. It seems that the lack
of parental involvement is the major cause of disciplinary problems in secondary
schools. Alidzulwi (2000), points out that many parents are not involved in the
education of their children, causing poor results, high dropout rates, and the
absence of discipline in schools. Bowman (2004) is of the opinion that parents‟
failure to teach their children discipline is identified as the greatest
contributing factor to disciplinary problems in schools. Louw and Barnes (2003)
affirmed that they have never seen a problem child, only problem parents. In
his study, Varma (1993) also points out that those learners who behave badly at
school do not receive proper discipline at home.
Political, Social and Economic
Factors
Rossouw (2003) claims that educators have reported that they
are uncertain, confused and afraid of infringing
upon learners‟ rights, and of being accused of misconduct.Saying that the over-emphasis
placed on learners‟ rights may cause a “don‟t-care attitude” and a lack of
regard for the educators‟ role in the classroom. This may cause some learners not to strive to
excel. Instead, they try to influence their classmates negatively to exhibit
the same lack of discipline. Children who experience social alienation from
others are often misbehaved. According to Lewis (1991), this situation arises
within most families where children feel rejected. This finding (the
significant relationship between isolation and poor behavior) is supported by Butchart
in 1998 when he indicates that emotional disconnection from family, friends,
and peers results in feelings of isolation and alienation for the child.
According to Butchart (1998), “These feelings experienced by the child may
ultimately develop into what is referred to as „psychological pains‟, which may
cause problems such as physical assault, gang violence, substance abuse, and
many others”.
The political situation in Nigeria is also blamed for
children‟s misbehavior. Moloi (in: Rossouw 2003) states that the involvement of the youth in
the political stability and national elections in 1999 caused them to develop
arrogance towards adults, that is, both educators and parents”. Accordingly,
Maree (in: Rossouw 2003) also blames the political situation of the nineties in
Nigeria where the causes of violence in schools were politically motivated.
School Environment
Every school manager is committed to ensuring that school provides
a safe and orderly environment in which teaching and learning take place each
day. Bazemore (1997) posits that safe and supportive school environments depend
on students, staff and parents demonstrating mutual respect. In other words,
all members of the school community students, staff and parents must know and
understand the standards of behaviour which all students are expected to live
up to and the consequences if these standards are not met. Every student has
the right to a learning environment free from bullying and intimidation and to
feel safe and happy at school. They have a right to be treated fairly and with
dignity (Terry, 2001). In addition, every community has rules. The school
community is no exception. A school makes reasonable rules for the good order
of the school and the discipline of students. Schools have the power to enforce
these rules by using discipline or punishment. According to Rowne (2005), “The
school priorities are designed to ensure that all students are provided with a harmonious
environment where they can learn and thrive. Therefore, good discipline in a
school is required to ensure that school is able to provide quality education
for all students and to guarantee the care and safety of the school community.
A harmonious work environment at school increases the chance of students
realizing their full educational potential”.However, a lawless community raises
unproductive members for the society. In the same vein, a lawless school
environment promotes disciplinary challenges to the school manager and
teachers. Students in such school disrespect their fellow students, teachers
and community members and engage in protest which promulgates violence,
discrimination, harassment, bullying and intimidation, using of weapons, drugs,
alcohol and tobacco (Mitchell, 1996).
The Curriculum
The relevance of the curriculum to learners‟ needs also
influences discipline at school. In research done by Raven (in: Besag 1991), it
was ascertained that learners engage in several forms of deviant behaviour if
thecurriculum is not able to offer them opportunities for self-development and
a sense of personal worth, and do not address the aims that are promoted by
society. Besag (1991) further maintains that learners resort to taking matters
into their own hands if they believe that the curriculum is irrelevant and
boring. Accordingly Doveton (1991) indicates that deviant behaviour is always
experienced if the curriculum that is offered to learners is irrelevant to their
interests and the needs oftheir communities.
Peer Group Influence
The peer group influences what the child values, knows,
wears, eats and learns. The extent of this influence however depends on other
situational constraints, such as the age and personality of children and thenature
of the group (Harris, 1998; Hartup, 1983). There is no doubt that considerable
evidence supports the statement that peer relationships influencethe growth of
problem behaviour in youth. The peer group can demand blind obedience to a
group norm, which can result in socially alienated gangs with pathological
outlooks (Perry, 1987). Douge (1993) indicated that poor peer relationships
were closely associated with social cognitive skill deficits.
According
to Seita, Mitchell and Tobin (1996) “When the family has been unable to fully
meet a child‟s needs, other adults who play a significant role in the child‟s
life have extraordinary potential for influencing the child in taking charge of
his or her life”. It is worth noting that peer influence can lead to discipline
problems and delinquent behaviours both inside and outside school. It is also
clear that one of the major ways that deviant youths become even more deviant
is through unrestricted interaction with deviant peers. Hartung (1965) posited
that criminality is socio-culturally learned in the process of interacting with
family members and peers in small intimate groups. This process includes
learning the techniques to commit delinquent acts and developing the
rationalizations to protect one‟s self-concept.
Theoretical Framework: Disciplinary
Measures in Secondary Schools
Disciplinary measures in secondary schools being the central
focus of this study, it is important to note that disciplinary action must
commensurate with offence committed. Geiger (2000) regarded a lack of disciple Ine
as a chronic problem in the classroom, and the manner in which it is being
handled as determining the amount of learning that is taking place in schools.
While Fuentes (2003) indicated that every year more than three million students
are suspended and nearly 100 000 more are expelled from primary up to university
in the United States of America. Many learners face Police action for
disciplinary measure that merit offence committed.
However,
students‟ indiscipline seems to be ubiquitous in the 21st century in secondary
schools in Nigeria. With recent problem increase in school enrolment,
discipline problems are bound to accentuate and cause more burdens on teachers
and school administration. According to Rigby (2000) “students‟ indiscipline has
plagued schools leading to series of unrest particularly in secondary school”. Consequently
disciplinary measures taken must go along with the gravity of their offences. Disciplinary
measures in the 21st century could be discussed under historical and
contemporary methods as follows:-
Historical Method
Throughout the history of education, corporal punishment was
regarded as a means of maintaining discipline in the school. Vornberg (2002)
contends that in practice corporal punishment means that students are punished
with the birch, cane, paddle or strap if they did something wrong. Maree (in
Egwuonu2008) added that the proponents of corporal punishment justify its
administration on various grounds, indicating how it is capable of building
character, contributing to the rapid reduction or elimination of unwanted behavioural
patterns, and facilitating learning, whilst at the same time teaching respect
for rules and authority. However, stakeholders in education have condemned
corporal punishment on the basis that is out of all proportion. Mc Manus (1995)
opined that when punishment is out of all proportion to the mistake, it breeds antagonisms
to the school. Stressing the fact that the child becomes more hostile, this
leads to a large number of psychological and physiological troubles. Grunwald
(1998) argued that if education means the act of leading out, the act of
unfolding, the act of developing then corporal punishment could never be educative.
Concluding that it will not enable the child to adjust himself to the
environment, the child may become indiscipline and quarrelsome and may become
antisocial.
Modern Method
The National Policy on Education (2004) urges educators to
use discipline rather than punishment proactively and constructively. It is
expected that the learners experience an educative, corrective approach where
they will learn to exercise self-control, to respect others, and to accept the
consequences of their actions. However, there is a feeling that school
discipline practices are generally informed by theory from psychologists and
educators. Bell (1995) identified the following theories to form a comprehensive
discipline strategy for an entire school or particular class:-
i.
Positive Approach: This approach is grounded in
teachers‟ respect for learners. It instills in learners a sense of responsibility by using youth/adult
partnerships to develop and share clear rules, provide daily opportunities for
success and administer in-school suspension for noncompliant pupils.
ii.
Teacher Effectiveness Training: This method
differentiates between teacher-owned and pupil-owned problems, and proposes
different strategies for dealing with each. Emmer (2005) opined that effective
teacher training reflects in pupils knowledge through problem-solving and
negotiation techniques.
iii.
Appropriate School Leaving Theory
and Educational Philosophy:
It is a strategy for preventing violence and promoting order and discipline in
schools, put forward by educational philosopher Greenberg (1987) and practiced
by some schools. Positive school culture and climate will to a large extent aid
reduction of indiscipline in school.
iv.
Detention: This requires the pupils to remain
school at a given time of the school day (such as lunch, recess or after
school) or even to attend school on a non-school day, e.g. “Saturday detention”
held at some US and UK schools. In the UK, the Education Act 1997 obliges a
school to give parents at least 24 hours notice of a detention outside school hours.
This is not common in Nigerian schools but in specialized schools like “Command
Secondary Schools or Navy Secondary Schools” such practice is common perhaps
because of the military nature of the schools
v.
Suspension or Temporary Exclusion: This is mandatory leave assigned
to a student as a form of punishment that can last anywhere from one day to
several weeks, during which time the pupils cannot attend regular lessons. The
student‟s parents/guardians are notified of the reason for and duration of the
out-of-school suspension. Pettit (1997) contends that sometimes pupils have to
complete work during their suspensions for which they receive no credit.
Stressing that students only report in school but serve punishment like cutting
grass or digging holes or uprooting a plant or work in school farm.
Criteria For An Effective
Disciplinary Measures
For the school system to achieve its desired goals,
disciplinary measures must be properly enforced. Again, if discipline is to be
effective, it should;
v Emphasize correcting the problem
rather than distributing punishment.
v Maintain the students‟ self
v Esteem and dignity.-Provide for
increasingly serious consequences if the problem is not resolved.
v Be easy for teacher to administer
and evaluate.-Result in the desired behavioral change in the student.
Key Components Of An Effective
Disciplinary System
1.
Mutual respect between the teacher and the students should be maintained.
2.
Maintain or enhance motivation if possible.
3.
Hold a coaching/counseling meeting as soon as possible when the problem is
first identified.
4.
Always hold the meeting in private. If disciplinary action is taken in front of
others, the students are likely to become defensive and less open.
5.
During the disciplinary meeting.
6.
Keep the discussion confidential.
7.
Follow-up as required and provide regular feedback.
8.
Take additional disciplinary action if necessary.
RECOMMENDATIONS
i.
School
management should approach the problem of discipline with empathy for the
possible problems the learners may be experiencing at home or at school that
cause their poor behavior. This necessitates the services of a guidance and counselor
in all schools.
ii.
Since
parents have been cited as influential in the development of disciplinary
problems in learners, it is also of vital importance to look into how parent
involvement in the education of their children may be improved. Parents have a
major role to play in ensuring that proper teaching and learning are attainable
in our schools. Therefore, the parents, school management, and other staffers
of the school should join hands in ensuring that a climate conducive to
teaching and learning is prevalent in the schools.
iii.
Moral
punishment, rewards, praise and blame create room for reinforcement of positive
performance which is the guideline for the impulsiveness of the students.
iv.
Parents
should make education a priority for their children, this will make the children
achieve better and behave in an acceptable manner.
v.
Moderate
right syndrome and formulation of behavioral expectations for teachers and
learners will improve school discipline. In view of the above, a Code of
Conduct for learners and staff is very important in all schools. It serves as
an important stepping-stone towards fostering a culture of learning mutual respect,
accountability, tolerance, co-operation, personal development within the school
and its surroundings.
CONCLUSION
Having discussed the key components of effective
disciplinary measures, it is equally important to emphasize the need for school
rules and regulations. According to Duke & Canady, (1991) successful
schools have high expectations of discipline, and promote good relationships
between children and staff. They identified the following as rationale for
rules and regulations; to maintain law and order within the school; to keep decorum
in the school and its environs; to reduce crime within and outside the school;
to enable individual to be well-cultured and well-controlled; individual
attitudes are channeled towards well perspective; and guide to development of
school rules and regulations.
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