Indiscipline In Schools

Causes within school; this might include the following, The teacher taking the lesson is a supply teacher and so is not recognised by the pupils as a figure ofauthority, because he/she is only temporarily teachingthat class. Also the supply teacher may not know the individual names of the pupils – this may give certain kids the excuse to ignore the teacher while he/she is attempting to communicate with them, for a time before they pretend to notice the teacher actually wants their attention.

Name games might be played where the pupils assume the names of their friends for example during the register, to confuse the teacher. A teacher is foreign and cannot speak good English – the pupils can use it to their advantage by purposefully misunderstanding their teacher. Another way for pupils to shirk, is to engage in friendly conversation with the foreign teacher. Asking questions about his or her homeland is often a very successful way of enticing them to talk about subjectswith very little relation to the lesson.

The teacher may be late and so the first few minutes of the lesson werespent in an environment devoid of the basic classroom rules. This bad foundation for the lesson makes pupils more prone to rebellious behaviour Its the last lesson of the day. For any teacher, sucha time of the day to teach is generally a misfortune. In anticipation of the end ofthe day, pupils take less care over their work and may lose commitment, as thoughts turn to what they have to do after the lesson, e.

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g piling up homework to deal with or an angry girlfriend who needs talking to.

Of course the standard of discipline is likely to go down even further if a lengthy holiday awaits the end of a Friday afternoon lesson or indeed awaits the end of a school week. Poor teaching. Usually a teacher who makes more ofan effort to connect with the pupils is more likely to gain their attention. But reading in a monotone froma text book before telling the pupils to get on with some task in their books isjust asking for the paper planes to take flight and shouting across the classroom.  Outnumbered. Teaching is a tough job, though not impossibly so.

However, sometimes there may simply be too many rebels in the class to keep control. It might come down to ringing support stuff when a teacher has had it with a pupil who wont take out his earphones and needs to be removed. Although this may have solved a problem its ultimately wasted time as all the other pupils look up from whatever they are meant to be doing at the occurring confrontation. Playing for time, that’s what its about. Amongst higher ability groups, certain pupils may come to the conclusion thatthey are intellectually superior to the teacher and so taunt him/her, without feeling any incentives to do the work.

Instead they talk to friends, chuck stuff about, knowing they’re able to conduct themselves in a reasonable manner should the teacher come round, and answer correctly any questions the teacher may ask them to check they aredoing the work. Negative relations betweenpupils. There may also be unwelcome incidents that could occur between pupils at any time, causing tempers to occasionally flare. As you can probably guess, such emotions are likely to somewhat dim the awareness of school disciplines for the pupil(s) in question.

Causes outside school; this may possibly include the following: The parents of pupils may have no interest in education and so this encourages their children to assume a similar attitude, provoking rebellious behaviour.  Pupils may be abused at home. Its not going to be as easy for a pupil from anunstable background to focus on school work as one from a more secure one. After all, what is a pupil who is mistreated at home more likely to be thinking about, what’s the formula for the circumference of a circle or , will my dad get drunk again tonight and threaten me with that knife?

Pupils may have found thatbeing tough is the way to survive at home, so why shouldn’t they think otherwise whenever they turn up to school? Home life for some might involve being overindulgedby parents and so pupils expect the same when theycome to school. Again in the domestic context, pupils may not ever have been set clear boundaries at home and soits only natural that they are going to find abiding bya whole set of new rules atschool a suffocating prospect which limits their usual freedom immeasurably