REDEFINING DISCIPLINE IN A CONTEMPORARY SCHOOL SETTING

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Schools have an important task to teach children to differentiate between acceptable and unacceptable behavior. Opportunity must also be given for the development of insight and learning. In a positive school situation a breaking of school rules is therefore viewed as not only a negative action towards the school, but also a negative action towards fellow learners and teachers and the disruption of mutual relationships. In a positive school climate, school rules are instrumental to the whole development of the learner, hence allowing the children on the opportunity to grow in themselves and they experience themselves positively and they make good decisions so that they can progress to independence (EMDC, 2007). Discipline is probably the most difficult and unpleasant part of teaching 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).Well before any disciplinary action is required, there must be acceptance and understanding of the rules of conduct and the disciplinary system by both teachers and students. Students should know exactly what is expected of them and what the consequences will be if they do not meet those expectations. The rules should be consistent and fair. The discipline system will be more effective when the disciplinary action is meant to tackle the root cause of indiscipline behavior of the students.

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). 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 behavior. In other words, the usage of school discipline sometimes means upholding disciplinary action against nonconformity with the school rules. 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. The misbehaviors 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. Different forms of indiscipline have been observed among students in secondary schools, these has been investigated and classified according to their peculiarities and disciplinary measures taken by school authorities.

1.2 Statement of the Problem

Most of the misbehaviors 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. Different forms of indiscipline have been observed among students in secondary schools, these has been investigated and classified according to their peculiarities and disciplinary measures taken by school authorities. For instance, Rosen (1997) grouped ten types of disciplinary problems which often lead to suspension of students, namely; defiance of school authority; not reporting to aer-school detention or Saturday school; class disruption; truancy; fighting; the use of profanity; damaging school property; dress code violations; the; 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, and distrust of the administration. Emphasizing that the types of disciplinary problems mentioned above are the ones being experienced in Nigerian secondary schools.

The researchers observed that several types of misbehavior make the work of educators difficult. These include; repeatedly asking to go to the toilet; missing lessons, absconding; smoking in the toilets; pushing past the educator; playing with matches in class; making rude remarks to the educator; talking when the learner is supposed to be writing; being abusive to the educator; fighting in class; chasing one another around the classroom; packing up early, as if to leave; taking the educator’s property; wearing bizarre clothing and make-up; threatening the educator; leaving class early; and commenting on the work, all this indiscipline aroused the interest of the researcher on redefining discipline in a contemporary school setting.