The common causes of disciplinary problems are findings from some researches.

The teacher factor: The teacher can be a potent factor in causing disciplinary

problems. The teacher's personality has bearing upon the learners which stem

from two aspects - the teacher's personal characteristics and his scholastic

qualifications.

The physical characteristics include the teacher's personal appearance, poise,

health, mannerisms, habits of neatness and cleanliness and well-modulated

voice.

The teacher who is suffering from chronic disease, for instance, asthma or ulcers

might be late or absent very often.

A mentally and emotionally healthy teacher can contribute to the intellectual and

emotional development of the learners. A teacher who is cheerful, friendly,

helpful and warm and tries to develop a spirit of camaraderie and unity in the

classroom need not worry about having behavior problems.

The teacher's scholastic qualifications can cause disciplinary problems. It is

important that the teacher meets adequately the necessary scholastic

qualifications (academic preparation and training, mastery of the subject matter,

command and facility of the language, cultural background, training and

experience). Mastery of the subject matter is an important factor in maintaining

order and discipline in the classroom. The learners are keen observers and they
can readily notice a teacher who does not show evidence of the mastery of the

subject matter.

The teacher's command and facility of the language can also be the source of

problems while the discussion of the lesson is going on. The students begin to be

restless and unruly the moment the teacher stammers or mispronounced a word.

Speech defects are quickly noticed, even jotted down and counted against the

teacher, especially when influence by regional intonation.

A teacher with a wide cultural background and experience can truly enrich the

discussion of his subject matter. A teacher enlivens discussion with relevant

contemporary issues and events. A teacher who has a comprehensive and

accurate grasp of the subject matter and is able to relate to other fields of

knowledge and integrate with relevant and real-life situation, need not worry

about disciplinary problems.

The learner as a factor in discipline: It is important that the teacher

understands the nature and different characteristics of the children. He should be

able to identify and recognize who demonstrates behavior problems and poor

study habits and attitudes. The various factors involve physical, intellectual,

social and moral dimensions.

Some learners may have poor visions, difficulty in hearing, cripple, or hunch

back. These physical handicaps can cause disciplinary problems in the class.

Learners who are sickly can be irritable and restless. Poor mental health,
emotional immaturity, irresponsibility, poor home environment, lack of interest in

school activities and unreasonably obstinate or stubborn are common causes of

disciplinary problems, habitual truancy lying, cheating, stealing, vandalism,

resistance to school rules and regulations, disrespect or discourtesy and other

undesirable behavior may be the results of poor home environment and social

training.

The school environment as a factor in discipline: A healthy school

environment is conducive to learning. Clean and beautiful surroundings inevitably

evoke and stimulate pleasant thoughts and beautiful ideas. Rooms that are

properly lighted and ventilated can induce the learners to study. Dirty comfort

rooms, poor facilities and inadequate and obsolete textbooks and learning

devices can contribute to behavioral problems.

The school management may also be a factor in discipline in the sense that

administrative policies, regulations and practices are not fully observed and

implemented.

When school policies and regulations and other institutional practices are not

properly observed and followed, the tendency is that students develop

undesirable habits and attitudes. The learners become careless about observing

school policies and regulations.

Some school managers do not possess the appropriate leadership style that

should be used in managing the school. Some of them practice autocratic

leadership. It seems that their positions give them total authority to determine

policies.

a) Parental/Home Factor
Most authors regard parents as of the greatest importance in creating a conducive teaching and
Management of Disciplinary Problems in Secondary Schools: Jalingo Metropolis in Focus © 2013
Global Journals Inc. (US) Year 2013 Global Journal of Human Social Science Volume XIII Issue XIV
Version I ( ) g 2029 VI. Causes of Disciplinary Problems learning atmosphere. It seems that the
lack of parental involvement is the major cause of disciplinary problems in secondary schools.
Alidzulwi (2000), points out that many parents are not involved in the education of their
children, causing poor results, high dropout rates, and the absence of discipline in schools.
Bowman (2004) is of the opinion that parents’ failure to teach their children discipline is
identified as the greatest contributing factor to disciplinary problems in schools. Louw and
Barnes (2003) affirmed that they have never seen a problem child, only problem parents. In his
study, Varma (1993) also points out that those learners who behave badly at school do not
receive proper discipline at home. When analyzing the inability of parents to take care of their
children on all socio-economic levels and in all racial groups, Rossouw (2003) regards the decline
in discipline in most schools as originating from the communities rather than from schools.
Stressing that parents show a lack of tolerance and respect towards government authorities as
well as towards educators, and some have a laissez-faire approach towards their children. Some
other factors related to the lack of parental involvement in schools that influence discipline are,
• single parent homes; • a lack of parental control at home; • the negative influence of
television; • neighbourhood and community problems that influence the home; • values
differences between the home and the school.

b. Political, Social and Economic Factors Rossouw (2003) claims that educators have reported
that they are uncertain, confused and afraid of infringing upon learners’ rights, and of being
accused of misconduct. Saying that the over-emphasis placed on learners’ rights may cause a
“don’t-care attitude” and a lack of regard for the educators’ role in the classroom. This may
cause some learners not to strive to excel. Instead, they try to influence their classmates
negatively to exhibit the same lack of discipline. Children who experience social alienation from
others are often misbehaved. According to Lewis (1991), this situation arises within most
families where children feel rejected. This finding (the significant relationship between isolation
 and poor behavior) is supported by Butchart in 1998 when he indicates that emotional
disconnection from family, friends, and peers results in feelings of isolation and alienation for
the child. According to Butchart (1998), “These feelings experienced by the child may ultimately
develop into what is referred to as ‘psychological pains’, which may cause problems such as
physical assault, gang violence, substance abuse, and many others”.
The political situation in Nigeria is also blamed for children’s misbehavior. Moloi (in: Rossouw
2003) states that the involvement of the youth in the political stability and national elections in
1999 caused them to develop arrogance towards adults, that is, both educators and parents”.
Accordingly, Maree (in: Rossouw 2003) also blames the political situation of the nineties in
Nigeria where the causes of violence in schools were politically motivated.

c. School Environment
Every school manager is committed to ensuring Every school manager is committed to ensuring
that school provides a safe and orderly environment in which teaching and learning take place
each day. Bazemore (1997) posits that safe and supportive school environments depend on
students, staff and parents demonstrating mutual respect. In other words, all members of the
school community students, staff and parents must know and understand the standards of
behaviour which all students are expected to live up to and the consequences if these standards
are not met. Every student has the right to a learning environment free from bullying and
intimidation and to feel safe and happy at school. They have a right to be treated fairly and with
dignity (Terry, 2001). In addition, every community has rules. The school community is no
exception. A school makes reasonable rules for the good order of the school and the discipline
of students. Schools have the power to enforce these rules by using discipline or punishment.
According to Rowne (2005) “The school priorities are designed to ensure that all students are
provided with a harmonious environment where they can learn and thrive. Therefore, good
discipline in a school is required to ensure that school is able to provide quality education for all
students and to guarantee the care and safety of the school community. A harmonious work
environment at school increases the chance of students realizing their full educational
potential”. However, a lawless community raises unproductive members for the society. In the
same vein, a lawless school environment promotes disciplinary challenges to the school
manager and teachers. Students in such school disrespect their fellow students, teachers and
community members and engage in protest which promulgates violence, discrimination,
harassment, bullying and intimidation, using of weapons, drugs, alcohol and tobacco (Mitchell,
1996).

d) The Curriculum The relevance of the curriculum to learners’ needs also influences discipline
at school. In research done by Raven (in: Besag 1991), it was ascertained that learners engage in
several forms of deviant behaviour if the curriculum is not able to offer them opportunities for
self-development and a sense of personal worth, and do not address the aims that are
promoted by society. Management of Disciplinary Problems in Secondary Schools: Jalingo
Metropolis in Focus © 2 013 Global Jou Global Journals Inc. (US) Global Journal of Human Social
Science Volume XIII Issue XIV Version I ( ) G Year 2013 10202 Besag (1991) further maintains that
learners resort to taking matters into their own hands if they believe that the curriculum is
irrelevant and boring. Accordingly Doveton (1991) indicates that deviant behaviour is always
 experienced if the curriculum that is offered to learners is irrelevant to their interests and the
needs of their communities.

d. e) Peer Group Influence

The peer group influences what the child values, knows, wears, eats and learns. The extent of
this influence however depends on other situational constraints, such as the age and personality
of children and the nature of the group (Harris, 1998; Hartup, 1983). There is no doubt that
considerable evidence supports the statement that peer relationships influence the growth of
problem behaviour in youth. The peer group can demand blind obedience to a group norm,
which can result in socially alienated gangs with pathological outlooks (Perry, 1987). Douge
(1993) indicated that poor peer relationships were closely associated with social cognitive skill
deficits. According to Seita, Mitchell and Tobin (1996) “When the family has been unable to fully
meet a child’s needs, other adults who play a significant role in the child’s life have
extraordinary potential for influencing the child in taking charge of his or her life”. It is worth
noting that peer influence can lead to discipline problems and delinquent behaviours both
inside and outside school. It is also clear that one of the major ways that deviant youths become
even more deviant is through unrestricted interaction with deviant peers. Hartung (1965)
posited that criminality is socio-culturally learned in the process of interacting with family
members and peers in small intimate groups. This process includes learning the techniques to
commit delinquent acts and developing the rationalizations to protect one’s self-concept.
would like to share with you some ideas about classroom management.

Here are the problems, their reasons and my solutions.

Problem

Often when her class are about to embark on an activity it occurs to her that all the
whispers and puzzled faces mean that they haven't a clue what to do.

Possible reasons

a) instructions weren’t clear for students;

b) instructions were too complicated;

c) classroom management wasn’t on a proper level;

d) pre-task activity was omitted;

e) task is not appropriate for the students’ knowledge.

f) few auditory learners in the class.

Solutions

a -b) make clear, short and slow instructions again; use visual help; use body
language, gestures, eye contact, facial expressions; don’t speak low monotone or a
high-pitched voice , it can be difficult to understand or grating to the ears; speak on the
right volume, don’t speak too fast..

c) solve problems with discipline, insist on attention during the lesson(even if you must
dedicate to it the whole lesson ), explain your students that their poor knowledge is the
result of their disorganization.

c) work in groups, monitor and help weak pairs. Call the strongest pair to the
blackboard to present their work to the class.

d) do the pre-task activity with the class, translate or explain in English the new
vocabulary.

e) check if students are ready for the task according to their previous knowledge.

f) use a lot of visual support and flash cards.

Problem

One group of students has no interest in learning English and she wonders why she is
wasting her time.

Possible reasons

a) this group of students have fallen behind their study;

b) the activity doesn’t cover their learning style;

c) the group was formed from one learning style students or students all with the same
low learning skills.

Solutions
a) uninterested group of students needs extra work to cope with their educational
problems;

b) a teacher has to adopt the activity to her ‘uninterested group’ learning style;

c) correctly reform the group.

Move properly

Sitting behind a desk or standing on a dais creates a "distance" between the teacher
and the students. Try to have an aisle and enough space between the rows so that you
can easily reach those at the back. This way you can talk to individual students, allow
the shy ones to ask questions quietly without the fear of embarrassment, as well as
check their work and help them .

Some movement on your side is essential, because it allows the students to focus on
you.

Stepping forward to emphasise a point, small steps towards different sides of the class
lets the student feel that the teacher is taking genuine interest in what he or she is
saying

Problem

Every time she puts the students in groups but they just talk in their L1 and usually
about topics unrelated to the class

Possible reasons

a) the topic is not interested to the students;

b) students have little vocabulary to speak the topic;

c) bad group formation, no leader;

d) low motivation and little control from the teacher.

Solutions

a) find the topic challenging the age group of your students;

b) practice the new vocabulary, use different aids to support all types of learners;

c) change group members to balance their group work, avoid close friends in the group.

d) Monitor, advise and motivate the students with brilliant marks and praise.

Problem

The course book she is using is terrible. It is too easy for the students and they get
bored easily. She doesn’t want to spend hours planning as they don’t seem interested
anyway

Possible reasons

a) low motivation;

b) boring lessons;

c) the course book is not relevant to the students’ abilities and knowledge.

Solutions

a-b-c) It's important to keep to the program, not to the course book, change the book
when possible; if not, add some readers and grammar books; prepare songs, chants
and games on the topic you need; do projects, involve students in self-study,
encourage to go to the library and use the Internet; use a lot of different visual,
auditorial and kinesthetic materials; look through your classroom management, correct
it, make your lessons lively.
What Are the Causes of Classroom
Discipline Problems?
By David Harris ; Updated August 07, 2017
•••
Learn what causes classroom discipline problems.

Handling discipline issues is one of the most taxing parts of a teaching job.
Unfortunately, each discipline problem, like every student, is individual,
stemming from a set of circumstances directly related to the child causi ng the
problem. The best way to respond to a discipline problem in your classroom is
to understand the root of the issue.

Problems at Home

Issues and stresses at home are a major reason for students to act out in
class. If students are abused or neglected at home, their anger can boil over
and lead them to disrupt your classroom. Students who come from homes
where the parents are divorcing are also under duress and can act out in class
as a way to deal with their fear and frustration. Acting out in class is a way
students who feel helpless about their home situations feel like they still have
some control.

Peers

Students who are bullied by their peers are also prone to discipline issues in
the classroom. Although many students who are bullied become withdraw n in
the classroom to prevent calling attention to themselves, others act out. Often
students who bully are abused at home, leading them to lash out at their
classmates. In rare cases, students lash out and attack their classmates in
class or even their teacher.

Perception

If your student feels you don't like him, you're not protecting him or supportive
of him, he could become a discipline problem in the classroom. Feelings of
abandonment, lack of voice and depression affect students who feel like you
don't care about them. Some students could have issues adjusting to your
teaching style. Many teachers now differentiate lesson plans to include all
types of learners. If you are not reaching a student, he could shut down and
act out in class.

Disabilities

Children with learning disabilities can also sometimes be disruptive in class.

These disabilities can be classified anywhere from attention deficit disorder
(ADD) to autism and dyslexia. In most cases, students with learning issues
require a specialized education plan to teach to their needs. Many students
with learning disabilities are on medication that helps them focus.
Occasionally, students forget their medicine and act out in class on those days.