Lecture 2
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7/8/2009
Causes of Discipline problems
DISCIPLINE PROBLEMS AND THEIR CAUSES
Teachers can often be overwhelmed by the discipline problems with which they have to deal.
They cause some of these problems themselves.
Some of the problems they face are an outgrowth of problems at home and in society or conditions and administrative procedures in the school.
Classroom Management Lecture 2
The Role of the Home
Various home experiences have an influence on children’s behavior. If parents spent little time at home, children may seek unsuitable social experiences elsewhere, experiences that sometimes have devastating consequences. Factors such as divorce and poverty, as well as physical and mental abuse, can adversely effect children’s ability to function properly. Children from dysfunctional families face enormous adjustment problems at school.
Damage to Self-concept
Development of self concept in children begins long before they start attending school. The confidence with which children enter school will have been either enhanced or diminished by various home experiences. Children are able at an early age, to perceive their own helplessness when compared with larger and more capable adults.
Four aspects of dysfunctional families
Damage to self-concept Attention deprivation Love deprivation Excessive control
Damage to Self-concept
The very foundation of children’s growth depends on their achieving a positive image of themselves as they form their identity. Achieving the image involves developing a sense of personal control over their lives. Dysfunctional families provide little or none of the emotional support children need to develop this control and children from such families experience extreme personal problems. The success in school of children from dysfunctional families is greatly limited.
1
7/8/2009
Attention Deprivation
Children who don’t get enough attention at home often compensate by seeking attention from their teachers. Most children receive their parents attention only when they misbehave. Children from such homes discover that their bad behavior is a sure way to get attention they crave. These conditions encourage unacceptable behavior discourage acceptable behavior
Excessive Control
Excessive control at home may also create discipline problems in the school, when the level of control has been extreme. Human beings need freedom, they want to control their own lives, also want control others. The conflict between the children’s desire for freedom and the parents unwillingness to allow it may actually encourage the children to rebel.
The role of the Society
Gang members Peer pressure Racial identity
Love Deprivation
Similar to attention deprivation. Children consider attention to be an indication of how much they are loved. They feel unloved when parents are too occupied to give them sufficient attention. Children often interpret the lack of time spent as lack of caring. Children deprived of love often causes discipline problems as they try to satisfy this need.
Excessive Control
Rebellion at home may extend to the school and other areas of society. In dysfunctional homes, parental control may take the form of abuse, whose symptoms can show up in children as extreme rebellion, criminal behavior, or withdrawal.
The Role of the Society
Family influences on discipline problems are interrelated. Rejection at home may encourage to search elsewhere for acceptance. Rejected children are often attracted to gangs (certain gangs have accepted behavioral norms). A gang may satisfy a child’s need for attention and for an identity.
2
7/8/2009
The Role of the Society
A problem often associated with gangs, but certainly not limited to them is drug abuse. Using or selling illegal drugs not only influences students’ behavior directly but also alters he general atmosphere of the school. Drug abuse and its associated violence have become so severe in many schools that school official must enlist help of law enforcement.
The Role of the Society
Racial problems also contribute to growing unrest and conflict in society. In larger cities, civil unrest along with forced integration and other factors have stimulated ”white flight”( white population leaving urban areas). this has created city areas populated by the black poor and other disadvantage racial groups.
The Role of the Society
Peer pressure which is part of everyday life at school, contributes significantly shaping student’s behavior. If their peer group considers school as joke, students may go along with the crowd and put little effort into their studies. Even the kind of music children play may be a source of conflict between the and their teachers.
The Role of the School
Teachers usually consider students to be the source of school discipline problems. Teachers and administrators can invite discipline problems if they
Instruction without context
Educators may fail their students if they teach concepts as though they abstract, self contained entities. Outside the school, children learn by acquiring information in a real life context and applying it to new situations and experiences. In school, however, students may be expected to manipulate symbolic information and to apply it in ways that detached from the real world.
Instruction without context Failure to teach thinking skills Non-acceptance Competitive grading Excessive coercion punishments
Failure to Teach Thinking skills
When children are consistently unable to solve their problems, they often seek to escape them through alcohol or other drugs or various thrill seeking activities. If higher-order thinking skills were regularly taught in the schools, a good deal of frustration and failure, as well as behavioral problems, could be avoided.
3
7/8/2009
Nonacceptance
Without realizing it, many teachers convey non-acceptance to some of their students. For example, when teachers force students to do a task in a prescribed way, they implicitly show a lack of confidence in the students ability to make decisions about their own work.
Excessive Coercion
Much is said by teachers and school administrators about teaching children to be more responsible. Ironically, a common assumption behind many school practices is that children are unable to govern themselves or even how to learn how to be self regulating. The apparent inability prompts teachers to give them excessive guidance and to exercise too much coercive control. The result is increased rebellion by students.
Competitive Grading
Many schools foster competition between children through the use of grades. Only a few students, however, are consistently good at taking tests. The rest must find other means of bolstering their sense of worth. Many of them conclude that they are less able, they would say “dumber” than more successful peers. And are therefore less valuable.
Punishment
The method of discipline used by teachers and administrators may itself contribute to discipline problems. Historically, punishment is how society has dealt with infractions.
4
Causes of Discipline problems
DISCIPLINE PROBLEMS AND THEIR CAUSES
Teachers can often be overwhelmed by the discipline problems with which they have to deal.
They cause some of these problems themselves.
Some of the problems they face are an outgrowth of problems at home and in society or conditions and administrative procedures in the school.
Classroom Management Lecture 2
The Role of the Home
Various home experiences have an influence on children’s behavior. If parents spent little time at home, children may seek unsuitable social experiences elsewhere, experiences that sometimes have devastating consequences. Factors such as divorce and poverty, as well as physical and mental abuse, can adversely effect children’s ability to function properly. Children from dysfunctional families face enormous adjustment problems at school.
Damage to Self-concept
Development of self concept in children begins long before they start attending school. The confidence with which children enter school will have been either enhanced or diminished by various home experiences. Children are able at an early age, to perceive their own helplessness when compared with larger and more capable adults.
Four aspects of dysfunctional families
Damage to self-concept Attention deprivation Love deprivation Excessive control
Damage to Self-concept
The very foundation of children’s growth depends on their achieving a positive image of themselves as they form their identity. Achieving the image involves developing a sense of personal control over their lives. Dysfunctional families provide little or none of the emotional support children need to develop this control and children from such families experience extreme personal problems. The success in school of children from dysfunctional families is greatly limited.
1
7/8/2009
Attention Deprivation
Children who don’t get enough attention at home often compensate by seeking attention from their teachers. Most children receive their parents attention only when they misbehave. Children from such homes discover that their bad behavior is a sure way to get attention they crave. These conditions encourage unacceptable behavior discourage acceptable behavior
Excessive Control
Excessive control at home may also create discipline problems in the school, when the level of control has been extreme. Human beings need freedom, they want to control their own lives, also want control others. The conflict between the children’s desire for freedom and the parents unwillingness to allow it may actually encourage the children to rebel.
The role of the Society
Gang members Peer pressure Racial identity
Love Deprivation
Similar to attention deprivation. Children consider attention to be an indication of how much they are loved. They feel unloved when parents are too occupied to give them sufficient attention. Children often interpret the lack of time spent as lack of caring. Children deprived of love often causes discipline problems as they try to satisfy this need.
Excessive Control
Rebellion at home may extend to the school and other areas of society. In dysfunctional homes, parental control may take the form of abuse, whose symptoms can show up in children as extreme rebellion, criminal behavior, or withdrawal.
The Role of the Society
Family influences on discipline problems are interrelated. Rejection at home may encourage to search elsewhere for acceptance. Rejected children are often attracted to gangs (certain gangs have accepted behavioral norms). A gang may satisfy a child’s need for attention and for an identity.
2
7/8/2009
The Role of the Society
A problem often associated with gangs, but certainly not limited to them is drug abuse. Using or selling illegal drugs not only influences students’ behavior directly but also alters he general atmosphere of the school. Drug abuse and its associated violence have become so severe in many schools that school official must enlist help of law enforcement.
The Role of the Society
Racial problems also contribute to growing unrest and conflict in society. In larger cities, civil unrest along with forced integration and other factors have stimulated ”white flight”( white population leaving urban areas). this has created city areas populated by the black poor and other disadvantage racial groups.
The Role of the Society
Peer pressure which is part of everyday life at school, contributes significantly shaping student’s behavior. If their peer group considers school as joke, students may go along with the crowd and put little effort into their studies. Even the kind of music children play may be a source of conflict between the and their teachers.
The Role of the School
Teachers usually consider students to be the source of school discipline problems. Teachers and administrators can invite discipline problems if they
Instruction without context
Educators may fail their students if they teach concepts as though they abstract, self contained entities. Outside the school, children learn by acquiring information in a real life context and applying it to new situations and experiences. In school, however, students may be expected to manipulate symbolic information and to apply it in ways that detached from the real world.
Instruction without context Failure to teach thinking skills Non-acceptance Competitive grading Excessive coercion punishments
Failure to Teach Thinking skills
When children are consistently unable to solve their problems, they often seek to escape them through alcohol or other drugs or various thrill seeking activities. If higher-order thinking skills were regularly taught in the schools, a good deal of frustration and failure, as well as behavioral problems, could be avoided.
3
7/8/2009
Nonacceptance
Without realizing it, many teachers convey non-acceptance to some of their students. For example, when teachers force students to do a task in a prescribed way, they implicitly show a lack of confidence in the students ability to make decisions about their own work.
Excessive Coercion
Much is said by teachers and school administrators about teaching children to be more responsible. Ironically, a common assumption behind many school practices is that children are unable to govern themselves or even how to learn how to be self regulating. The apparent inability prompts teachers to give them excessive guidance and to exercise too much coercive control. The result is increased rebellion by students.
Competitive Grading
Many schools foster competition between children through the use of grades. Only a few students, however, are consistently good at taking tests. The rest must find other means of bolstering their sense of worth. Many of them conclude that they are less able, they would say “dumber” than more successful peers. And are therefore less valuable.
Punishment
The method of discipline used by teachers and administrators may itself contribute to discipline problems. Historically, punishment is how society has dealt with infractions.
4
