Cosmus M. Gatuyu (M.Ed.) 2015®
Discipline and indiscipline
Discipline
refers to training especially of the mind and character aimed at producing self-control,
orderly behaviour and skilfulness. The guidance that attends to discipline must
be continuously given (Wangu and Ndungu, 2002).
At the root of good student performance is discipline. Indiscipline on
the other hand is negative attitude and unwillingness to make efforts required
to achieve the objectives chosen (Barasa, 1990). As a result of indiscipline,
the student becomes a deviant.
Historical perspective
The
pattern of response to unrests in Kenyan schools by the Ministry of Education
has been mainly of crisis management. As a result, many schemes have been
hastily conceived with little regard for aims and objectives of education. According to Tattum (1989), research and
educational thinking about indiscipline and related issues have progressed
since mid-1970s with contributions adopting more proactive, preventive approach
to disruptive behaviour.
Starting
with Elton committee in 1988, the government embarked on an inquiry into
discipline in schools (Republic of Kenya 1988). This was in view to public
concern about violence and indiscipline in schools. Elton’s inquiry into
discipline in schools was concerned with an aspect of school life which is
important for practical, social, educational and moral reasons. This gives
discipline an instrumental role, it is something which must be achieved before
the real business of education can take place.
Considering
the complexities of classroom and school communities, it is no surprise that
the problem of maintaining discipline in schools continue to be the number one
concern of students, teachers, parents and school administrators (Elam and
Rose, 1995)
Importance of discipline in schools
A
school is an institution and therefore an organized group guided by rules and
regulations for proper and effective functioning. According to Sofaya and
Shaida (1979), in every society there is need for regulating the relations of
the members of the organized group. Each member possesses and enjoys certain
freedom.
This
freedom of a member is restricted by the equal freedom of other people among
whom a member lives. It consist in the exercise of a members rights which
implies an obligation on the part of the others to respect it. Similarly, a
student’s right to engage himself or herself in any school activity implies
that he/she should not be disturbed by others. Proper discipline in a school
will definitely ensure this.
These
rights and obligations are regulated by law and order in a society and also in
a school. Such laws of schools may be in form of traditions or customs which
must be respected by everyone in the school. Discipline is needed to maintain
these traditions and to secure obedience to them. Securing such orderly
conditions will facilitate the process of teaching and learning. According to
Nacino, Oke and Brown (1982), discipline in various sorts is an inherent part
of succeeding in anything. In history, great men and women were all disciplined
struggling against apparently insuperable odds until they overcame them.
In
a school set up;-
1.
Discipline gives a
student sense of security by telling them what they may do or may not do.
Discipline is an ego-bolstering motivation which encourages accomplishing what
is required of them at school.
2.
Discipline helps
students to develop a conscience that guides them in making their own decisions
and controlling their own behavior.
3.
Discipline helps
students to avoid frequent feeling of guilt and shame for misbehavior
4.
Discipline helps
students to achieve standards approval. This builds self-esteem.
5.
Discipline helps
students to develop their God given potentials and therefore achieve maximum
development in various areas; physical, psychological, spiritual, social, moral
and intellectual development.
6.
Discipline helps a
school achieve its objectives.
According
to Kisirikoi,; Wachira and Malusu (2008), school discipline is important
because it helps both teachers and learners to be more organized in their work
hence carry it out more smoothly and effectively, helps students respond
positively to various challenges like lack of adequate resources, protects
individuals from negative influence and besides helps all concerned to gain self-fulfilment
and satisfaction through school activities especially when their goals are
achieved.
Foundations of Good Discipline in Schools
A
school is a system and as such consists of various players playing various
roles for achievement of common goals. The conduct of the school head and the
teachers, the state of school buildings, furniture, equipment and playground
ought to instil in the students a positive regard for the school and its laws.
According to Sofaya and Shaida (1979), the following factors are foundations of
good discipline in a school:
a)
The
head teacher
The
success or failure of any school system depends upon the personality of the
head teacher. The head teacher ought to possess some philosophy of discipline.
As successful disciplinarian, the head teacher should involve learners by
giving them an adequate share in the management of school affairs.
b)
Teachers
and teaching methods
The
teacher is the fountain – head of all good discipline and character formation.
With good teachers, half of the school’s challenge of indiscipline gets solved
and checked. When
appropriate teaching methods are employed, chances of learners getting
distracted and engaging in indiscipline activities or tendencies will be
minimized. A good teaching method should be directed towards producing well-adjusted
and self-disciplined individuals as well as building up high morale. The
utilization of modern progressive methods of teaching, in which pupil
activities are brought into play and harnessed for educative purposes, largely
eliminates the possibility of any type of indiscipline.
c)
A good
school environment
Every
school ought to prepare its calendar of events at the beginning of a new school
session. This should serve to give a clear idea of the aims, the courses of
study and administrative rules and regulations as well as the plans for
co-curricular activities of the institution. Together with this, the school
premises together with the external environment should be well maintained as
this contributes greatly to shape the education that students receive as well
as maintenance of genuine discipline and adjustment.
d)
Co-curricular
activities
Co-curricular
activities such as sports, scouting, social services and community services
develop in students a sense of self control and confidence. These are key to
good discipline.
e)
Self-Government
in school
In
every secondary school students should be reasonably involved in the
administration of discipline as well as in health, sports, drama and other
school activities. Such environment make obedience to rules and regulations far
more real, meaningful and freely willed, than when same was passed on as
imposition from authorities. This involvement in authority and responsibility
coupled with sympathetic and friendly teachers will provide first hand training
on upholding of good desirable discipline.
f)
Effective
Teamwork
Students
are always influenced by how they see their teachers and react accordingly. A
sense of unity, co-operation and fellow feeling prevailing among the school
staff is sure to reflect upon the students. The students watch and imitate the
teachers’ behaviour. Thus to promote desirable discipline among students it
must first be established and maintained among members of the school staff. The
head teacher ought to endeavour to co-ordinate the efforts of different
individuals and groups in the best interest of the school. This is a sure way
of securing effective teamwork in the school.
g)
Building
up Traditions
School
discipline is closely connected with school traditions. The higher and nobler
the traditions built up by a school, the greater the efforts on the part of the
students and teachers to work to maintain such traditions.
Root Causes of Indiscipline and Student Unrest in Schools
A student is influenced by two
major environments; the environment out there (out of school) and one within
(in the school). In this line therefore, today indiscipline in schools is seen
to emerge from both internal and external causes.
i)
Internal
causes of indiscipline
These
causes are to be found within the school. They touch mainly on the
administration, the teachers as well as the students themselves either as
individuals or as a group.
ii)
Administration
related causes
The
welfare of the students, the general look of a school, proper co-ordination of
activities and various players in a school largely depend on the
administration. With strict rules most of which are imposed on students, comes
discomforts and eventually unrest. If some rules imposed by the administration
are vague, oppressive and at times applied selectively, students may tend to
nurse revenge and this will eventually lead to disturbances in the school.
Lack
of proper communication is another sticky issue, for example the head teacher
decides to withdraw a certain facility or privilege without consulting the
students. Poor financial management leading to misappropriation of school funds
by the administration eventually leads to students unrests due to lack of basic
facilities and services.
The
other factor is that, if there is poor relationship between the administration
and the teachers, such teachers may incite the students against the
administration.
iii) Teacher related causes
According
to Clark and Starr (1981), and Nacino, Oke and Brown (1982), student misbehaviour
in the school may be caused by teachers themselves. This comes up due to the
following;
i)
When teachers fail to
properly plan their lessons with clear objectives. This fails to motivate
learners who eventually get bored and loose interest in learning.
ii) Misbehavior
may come up when learning becomes monotonous and boring due to lack of
creativity on part of the teacher.
iii) Unethical
conduct of teachers for example teachers using derogative language on students
lowering their self-esteem.
iv) Teachers
ought to treat students with firmness but respectfully. Rude arrogant,
unsympathetic and sarcastic teachers are most likely to trigger misbehavior
among students.
iv) Student related causes
Within
the school set up there is peer influence. These are adolescents in secondary
schools and adolescents are known to be greatly influenced by the behaviour of
other students. Imitation of bad behaviour may lead to indiscipline.
When
too much power is vested on the prefect body, other students are likely to
rebel and cause havoc in the school. Inwardly the nature, character self-esteem
and attitude of individual students may serve as a catalyst to misbehaviour.
According to Safaya and Shaida (1979), physical and mental deformities,
intellectual inferiority and superiority, stormy age of adolescence and bad
habits are among several factors that contribute to student misbehaviour in
schools.
External Causes of Indiscipline
The
environment out of school, where students come from and occasionally experience
during holidays also impact on their discipline. This is consequently exhibited
at school and if negative then bad behaviour will be seen being exhibited by
students. Here comes in various social factors that may cause indiscipline and
include the following:
i)
Bad home environment
touching on the child’s parents, relatives and neighborhood companions. Poor
parental guidance comes here.
ii) Political
factors; with political activities in the country exhibiting lack of spirit of
nationalism, lack of balanced self-assertion and intolerance, students seem to
imitate the same and cause indiscipline in schools.
iii) According
to Nacino, Oke and Brown (1982), indiscipline in schools can be related with
the education system leading to misbehavior due to curriculum. This comes up
when subject content are outdated, irrelevant or of little interest to students
Other
external factors causing indiscipline among students include:
i)
Out of school peer
groups
ii) Child labour inducing environment.
iii) Insecurity
within and outside the school.
iv) Rejection
of head teacher by the community.
v) Unauthorized
visitors in schools.
Effects of Indiscipline and School Unrests on Education
As
put by Reid (1986), ensuring that learners accept authority of teachers and
maintaining order and discipline in schools is of vital importance to teaching
profession. Without such order there would be chaos. Teaching would become
twice as stressful occupation for school heads, deputies and classroom
teachers.
Rogers
(1996), asserts that managing discipline in schools is critical to reducing
teachers stress. Disruptive behaviour, poor working conditions, and time
pressure contribute to teachers diminishing self-esteem, lack of confidence and
feelings of insecurity and this impact negatively on their ability to teach.
In
schools where violence is common the teachers are also not secure since
students sometimes turn their anger towards them. This insecurity means that
teachers are not motivated to do their work. Failure to instil discipline among
students make schools feed the society with corrupted and indiscipline
graduates (Ngozi Oduah, 2002). Much of learning time is wasted when cases of
unrests occur. This makes quite hard for the teachers to cover the academic
work expected to be done by the students. This in general has led to poor
performance in schools.
Suggested Solutions to School Unrests and Violence
Discipline
and management are central to effective schools. All teachers are responsible
as professionals for managing discipline in schools. Self-esteem and self-confidence
are central to management of indiscipline. Blandford (1998) says that the
outward manifestations of the ability of individuals to either discipline
themselves or have discipline thrust upon them, is displayed in their attitude
and behaviour towards others and their environment. The boundaries of
acceptable behaviour should low schools to be harmonious and humane communities
in order to create an environment conducive for serious learning. Where such
issues are accepted, learners will have self-control to manage their behaviour
and attitudes with strong presence of authority figures.
According
to Okumbe (1998), there is preventive and corrective discipline.
1. Preventive
discipline entails the educational manager taking an administrative action to
encourage employees and students to follow the standards, rules and regulations
which prevents infractions. The principle is to instill self-discipline among
organizational participants. In order to encourage preventive discipline
educational managers should provide an enabling organizational climate in which
expected standards are stated positively.
2. Corrective
discipline is the administrative action which follows an infraction of a rule.
Corrective discipline is aimed at discouraging further infringement of a rule.
Normally the
administrative action meted out is a disciplinary action.
Educational
managers should strive to minimize corrective discipline by strengthening
preventive discipline. According to Kisirikoi, Wachira and Malusu (2008), among
the many issues that may require counselling in schools is the issue of behavioural
problems. They note that in their effort to make adjustments some learners have
behavioural problems manifested in truancy, delinquency or general
indiscipline. Sometimes this is a problem with individual students while at
other times it is peer behaviour. Counselling involves identification of the
cause of the problem and trying to rectify it. Counselling should help pupils
understand of especially preventive discipline.
