TLOKWENG COLLEGE OF EDUCATION

DIPLOMA IN PRIMARY EDUCATION

FOUNDATIONS OF EDUCATION

NAMES: LAONE THUTO

SURNAME: DIAU

CLASS: 20L

SUBJECT: TEACHING UPPER

LECTURER: T. D. TITO

TUTOR: MRS SELEKA

QUESTION: DISCUSS WAYS BY WHICH A TEACHER COULD DEAL

WITH ANY FOUR (4) CAUSES OF LEARNER INDISCIPLINE FOR
EFFECTIVE TEACHING AND LEARNING.

DUE DATE: 20 OCTOBER 2022

SIGNATURE: _______________
Discipline is to instill in children the proper respect for authority figures, the need to adhere to
school rules and regulations, and the need to behave consistently. This concept makes it
abundantly evident that the school has a fundamental responsibility for fostering discipline in its
students. As a result, school officials and teachers should insist that their pupils behave
appropriately. On the other hand, Bello (2003) states that “any action that deviates from the
accepted social standards and ideals is considered indiscipline.” This means that the smooth and
orderly operation of the educational system may be hampered by this violation of school rules
and regulations. A child who lacks discipline is uncontrollable and, when not given what he
wants, can cause any harm in the classroom. There are many causes of learner indiscipline in a
classroom, which includes favoritism, drug abuse, family instability and peer pressure. There are
also ways in which the teacher could deal with these causes of learner indiscipline.

Mariene (2012) states that “favoritism is the unduly favored treatment of some people while
ignoring other people.” Teachers who favor certain pupils in their teaching and management of
the classroom may be the cause of indiscipline. The other students might see this as a hint that
anything is permitted regardless of the regulations. Other students may interpret this preference
as an attack on them and revolt, while other kids may act inappropriately in an effort to get the
teacher's attention. There should be no exceptions to the teacher's impartial administration and
application of the class management standards. For example, if speaking in class is forbidden and
would result in disciplinary action from the teacher, the same policy should be applied to all
pupils. Baumrind (1991) states that “the teacher should also become more self-conscious and
aware of his or her own prejudices against or against particular children or groups.” This simply
means that self-awareness can aid in behavior guidance and self-correction. If students are
treated fairly and without partiality in the classroom, they will perform better academically.

Drugs are medicines or other substances that, when consumed or otherwise introduced into the
body, have a physiological effect. Kabiru (2007) adds that “drugs alter the normal emotional,
mental, and behavioral functioning of the body, which leads to learner indiscipline.” Drug usage
results in situations of indiscipline such as creating noise in class, disobeying teachers, truancy,
sneaking out of school, encouraging others to disobey teachers, breaching school rules and
regulations, not caring about education, and many other behaviors. The student consuming drugs
may suffer from poor performance as a result of this. The majority of a teacher's assistance
begins with educating children about the risks of drugs. Even if a student is already abusing
drugs or alcohol, sometimes just making them aware of the risk they are taking will be enough to
convince them to get assistance. Many pupils do not understand or do not think drugs may be
that harmful. A teacher might be able to convince them to stop by warning them about the risks.
A teacher may have a better chance of reaching a student who is taking substances if they
approach each drug individually because each one has different risks. Also, a teacher could
interact with them on their level. Without resorting to employing force, he could be able to
communicate with them by speaking to them on a level that they can understand. The student
should always come to the realization that their addiction is bad on their own. By doing this,
students can learn about the risks associated with drugs and avoid taking them, which will lead to
effective learning in the classroom.

Yaroson (2004) states that “any situation that makes it harder for a family to function as a unit
and eventually impairs a child's cognitive, behavioral, and emotional growth is referred to as
family instability.” Due to the parents' failure to adequately manage the house and the living
situation, the child’s development is severely jeopardized. The instability of families is a
common factor in cases of school indiscipline. Children are influenced by everything in their
environment, and ongoing family disputes can result in significant psychological damage in their
lives, which causes them to behave similarly in school. Creswell (2009) adds that “the emotional
strain that children's families put them under can eventually affect classroom discipline.” Parents
and teachers can meet to discuss concerns impacting their children and the school through
initiatives like the Parents Teacher Association. Teachers can utilize this program to educate
parents on the effects that family instability has on their children. As children imitate what they
observe going on around them, they can also teach parents about the ideal setting for a child,
what to teach their children, and how to behave in front of youngsters.

Peer pressure is the direct or indirect effect that peers, or members of social groupings with
comparable interests, circumstances, or social statuses, exert over one another. Ebontane (2006)
states that “negative peer pressure at school is common and a significant contributor to
misbehavior and disobedience, despite the fact that other peer impacts are beneficial and
encourage pupils to good deeds and thoughts.” For example, in order to look cool, some students
may persuade their peers to act inappropriately in class or disobey other rules. Ebontane (2006)
also adds that “it is possible that some kids will fail their academics, be suspended, or be
expelled if the pressure is severe enough.” Peer pressure should be easier for children to perceive
and resist if they are educated about the concept. Instead of only reflecting from his or her own
youth, the teacher can give examples from their own lives. It will demonstrate to them that it is
not simply a "child" issue and that you can both identify with it. They might also gain confidence
with the aid of the teacher. Saying "no" to someone and running the risk of disappointing or
alienating them is difficult. It requires courage, which is typically derived from self-assurance
and self-belief. The teacher gives the students the skills to stand up for what they believe in and
resist peer pressure by encouraging the development of self-confidence in them. A student's
network of friends should be expanded with the help of the teacher. The more you believe you
have to lose, the stronger peer pressure's effects become. It will be simpler for them to stand their
ground if they have friends from different areas. Students will behave in a way that is acceptable
if they can resist the negative peer pressure, which can also increase classroom productivity.

In conclusion, it is critical for a teacher to be ready to address any reasons why students act
irrationally in the classroom. One of the reasons why students perform poorly in the classroom is
learner indiscipline. To ensure that teaching and learning are successful, teachers should instruct
students on the negative effects of indiscipline as well as appropriate classroom and community
behavior.
 REFERENCES

Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance
use. Early Adolescence Journal 11 (1): 56 – 95.

Bello, J. Y. (2003). Basic principles of education. Indiscipline in schools. http:// www.new my

joy online.com/education/2010-07

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods

approaches (3rd ed.). Journal 72(3), 447–450.

Ebontane, N. P. (2006). The state of discipline in public secondary schools in Cameroon. Journal
of Research in Education 3 (4): 52-58.

Kabiru, L. K. (2007). Factors contributing to students' unrest in secondary schools in Kirinyaga

District, Kenya. Journal 63(9), 839-851

Mariene, J. G. (2012). Strategies for Addressing Student Unrest in Secondary Schools in Kenya,
Prescott Valley, Arizona. Journal 64(1), 1-4.

Yaroson MC (2004), Strategies for curbing indiscipline in Nigeria secondary schools.

http://www.Accs.org.uk.