Speaking or drinking with food in mouth or sitting with elbows on the table certainly aren't welcome. Student ought to observe the school rules: not to copy as this is cheating, not cut the desks or write in the reading books. He should never let another be punished in mistake for himself, as this is cowardly What's your opinion of good manners, especially at school?.
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In WriteWork. WriteWork contributors. WriteWork contributors, "What's your opinion of good manners, especially at school? This definitely makes the students not to have affection and develop negative attitude to life. In school, that student may be and always picking quarrel with his peer because this is what he grew up with. Indiscipline as we have noted elsewhere is not a new phenomenon.
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It has engaged the attention of many writers and authors at different levels. Causes of indiscipline in secondary schools are numerous. They include school society, wrong ideals, idleness, lack of good leadership, injustice, lack of realistic rules, bad home training and upbringing, etc. Okoroma and Nwankwo note that the causes and symptoms of indiscipline are many and vary from school to school and from place to place. In their view, some symptoms of indiscipline include general unrest and deliberate breaches of school rules, peaceful and violent demonstration, mass disobedience, truancy, delinquency, absenteeism, drug use and abuse, as well as drunkenness.
Shakaran and Nwankwo have identified the causes of indiscipline in secondary schools in Nigeria to include authoritarian methods, bad staff behaviour, harsh school rules, poor communication, results, lack of adequate school facilities, influence of home and society.
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In this paper, we however, proffer a multi-dimensional approach to this burning issue of indiscipline in our secondary schools; hence our consideration of the causes of indiscipline will be multi-dimensional. There has become a sudden shift from merit to lack lustre. Achievements are no longer measured by commitment and capability but influence and material wealth who you know than what you are measured up in terms of merit, is what determines promotion. Thus, a student need not burn the night candle. This is the oldest son of indiscipline.
This son has grown up that it often stands shoulder to shoulder with its father indiscipline. What permeates all the stretch of our society today is how to make it quickly. Public finance meant for welfare programmes that would have stemmed the aid of mal-behaviour in our youths and adolescents gets diverted to redundant programmes or private pockets. To such extent, there is no motivation in those who should be seen to be disciplined.
With empty stomach, ragged dressing, hopeless accommodation, intolerable health, there is no way a person can resist temptation. Closely related to the issue of government policy and corruption is the issue of rural-urban drift.
A writer once said that everyone is a village by root. The rate, at which our youths and adolescents migrate from the serene, quiet and less atrocious life in the village to the noisy, burdensome, busy and unnecessarily over populated cities, is alarming. One identified reason for this as outright lack of basic facilities and infrastructure in our villages.
Where there is any, it is often in a state of despair so grossly inadequate that no youth would see his mate coming home from the city without being tempted to taste the city.
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This sudden transformation from the village to city life is bound to produce unpalatable consequences. This explains why secondary school students are engaged in crimes nowadays either to be able to sustain the tempo of life in the city or in preparation to get to the city. In classroom teaching, discipline implies the control of a class to achieve desirable behaviour.
The concept of school discipline and school rewards has the similar objectives of assisting students to make maximum achievement in their academic pursuits. He goes on to say that discipline is a system of guiding the individual to make reasonable and responsible decisions. In classroom teaching, discipline means the control of a class to achieve desirable behaviour.
Discipline involves self-control; a disciplined person knows and takes the right course of action. He is guided not simply by self-interest, but also by consideration of interest of others.
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A disciplined individual is also guided in his behaviour by moral and social principles. Factors of indiscipline that lead to low academic achievement are common with student from socio-economic status families Alumode This is because teachers are often prejudiced against youth from low socio-economic status families and show preferential treatment to students from high socio-economic status families Manster Another reason is that peer influences on low socio-economic students are often antisocial and delinquency prone, emphasizing early marriage for the girls and gang activities for the boys Conger Blodsoe believes that the quality of interaction among members of the adolescents family influence the degree of discipline and success in school work.
According to him, the studies of the family relationship of bright, high-achieving students versus under-achieving high school students shows that the high achievers more often than under-achievers describe their parents as typically sharing vacation and ideas as understanding, approving, trusting, affection etc.
The Education Act of has documented some rules and regulations that govern student discipline in Nigeria schools. It stipulates methods and procedure for minor and severe disciplinary measures such as corporal punishment, suspension and student expulsion. Rules and regulations are drawn for the orderly conduct of the school affairs. Some of them are written and others are implied and they recognised by law. Addressing the issue of rules and regulations Nwangwu state that:. The Schools Board and individual school authorities have the right to make any reasonable rules and regulations for the orderly conduct of school affairs in the interest of the entire school and school system.
The fundamental point raised above is that those provisions are made by relevant authorized bodies to direct and spell out the relationship between teachers, student and school authorities. The responsibility is therefore on every member of the school system to respect and obey the rules, as any breach must be followed by the application of appropriate disciplinary measures. Rules that encroached on a constitutional right of students will invariably be invalidated by courts.
In educational circle, the special relationship which exists between students and the schoolteacher regarding discipline is termed in loco-parentis. It is assumed that the teacher in performing certain roles especially as it relate to control of parental jurisdiction. By this it is expected that teacher have the invariably contracted with parents to perform some of the duties and functions of the latter.
The teacher is therefore expected to act reasonably in this capacity. In present, the teachers acting in loco-parent is to discipline an erring student, and should ensure that the punishment was done reasonably and in good faith in order to avoid costly and embarrassing court cases. The teacher should act within the limit of this principle, because according to Eferakaya , school officials who perpetuate acts of indiscipline can no longer be protected by the in loco parentis doctrines the courts are quite convinced that the school is incapable of assuming full parental responsibilities.
The International Dictionary of Education formally defines discipline as a term to describe teacher classroom control or general restraint of pupils behaviour Lingworth argues that coercion can never be a method of educating in the sense that where teachers tend to interpret control of threats thereby forcing students to learn what he has taught them is far behind the truth.
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Another interesting aspect of discipline and administrative control is the use of scientific procedures known as behaviour modification based on the learning theory developed by Skinner who advocates some technique and positive reinforcement such as using rewards to bring about and maintain desired behaviour combined with extinction behaviour i. This process helps children learn to internalize and take ownership of the rules. Another way you can introduce your classroom rules is to read the series of books titled Best Behavior to your class. During large group time I like to read Listening Time , I read this book every day in the beginning of the year before every large group lesson.
There are others in this series that address behaviors such as sharing, cleaning-up, kicking, hitting, biting, and unkind words, I have listed them all for you below. Certain aspects of each one work well with young children and for me in my own classroom.
Love and Logic works by making the child responsible for his or her own actions, giving the child choices to make and then helping the child follow through. Conscious Discipline by Dr. Becky Bailey creates a School Family and has many practical strategies for working with young children including alternatives to time-out.
No, I have an area of the classroom where children can go if they feel the need to handle big emotions, instead of time out. If a child needs some time to regain control of his or her emotions he or she can go to the calming area and use the tools provided there to problem-solve and learn how to regulate their emotions. Using a calm down or big emotions area helps young children regulate their own emotions instead of just punishing them for making poor choices. Typically, these types of classroom management systems make more work for the teacher and are punitive, I believe in being positive and working smarter, not harder.
Behavior charts, stoplights, and card or ticket systems are a lot of work to keep up with and require lots of prep and complicated rules. None of these systems hold the child accountable or have any flexibility, they are all or nothing and they are also negative and out in the open for everybody to see. What does that teach the child other than to be ashamed? Or maybe not get caught the next time? Establishing a personal connection or relationship with a child and help them solve problems by giving them choices and empowering them, these are valuable life lessons that a child will be able to internalize and use in daily life.
No, see the answer above. Rewards for prize boxes and treasure chests are expensive! I would much rather spend my money on instructional items for the classroom and not trinkets that will become lost or broken in a few seconds, often resulting in fights or tears. What are we teaching young children by giving them rewards for good behavior? The biggest reward they can receive is the gift of learning how to make their own choices and the good feelings that come with choosing to do what is right for the sake of doing the right thing.
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This is a question I am asked frequently and the answer is both simple and complicated at the same time.