Kings
International
Integrity Hard
Work Mindset
School
Kings International
School
Candidate’s Name:
Tin Pyae
Pyae Moe.
NRC Number:
12/OUKAMA(NAING)2
24838.
Module Name:
Child
Development.
Instructor’s Name:
Tr. Thant
Zinn Soe
Submission
(DD/MM/YY):
28/11/23
Table of Contents
1. Introduction.........................................................................................................................................2
2. Classroom discipline intentionally broken by a secondary student and proper approach to manage 2
2.1. Understanding the discipline as a teacher...................................................................................2
2.2. The school disciplines broken by students...................................................................................2
2.3. Punishment as a response to the students who break the discipline..........................................3
2.4. Understanding the secondary students.......................................................................................3
2.5. Disruptive students who create a less effective learning environment.......................................3
2.6. Relating the misbehavior with students’ educational and socio-economical background..........4
2.7. Proper approach to discipline the disruptive students................................................................4
3. Conclusion...........................................................................................................................................5
4. References...........................................................................................................................................5
1
1. Introduction
According to the Cambridge Dictionary, school is defined as a place where people, especially
young people, go to be educated. School is a place where one can learn life skills, life experience, and
moral values. A school must provide a positive and efficiently comfortable environment since it
plays an important role in the students' learning and exploration. (Stephanie K. Barr, Jennifer E. Cross,
Brian H. Dunbar., 2014). It plays a significant role in shaping responsible citizens by teaching crucial life
skills such as self-regulation, respect, and time management. (Tikoko Jeruto Betty, Dr Catherine Kiprop,
Emily Bomett., 2011). It is absolutely necessary to direct an acceptable attitude and behavior to the
students both within and outside the school. In an attempt to achieve an organized and peaceful school
environment, the school management must state discipline, rules and regulations to guide the activities
of members of the educational institution. (Maria, n.d.)
2. Classroom discipline intentionally broken by a secondary student and proper approach to
manage
2.1. Understanding the discipline as a teacher
Discipline is defined as self-control or restraint to break norms and rules. There is no doubt that
discipline plays a crucial role in creating a positive learning environment. However, those disciplines to
follow must be reasonable and well-structured. Most educational experts recommend keeping the
number of rules to a minimum in order to make them easier to remember. A second feature is that they
are stated in positive terms rather than negative terms. A third feature for effective discipline is that
each rule actually covers a collection of more specific behaviors. (Kelvin Seifert, Rosemary Sutton, 2009).
It is important that the classroom discipline must be uniform as a whole school level and all the
authorities and faculty members practice and follow the same structure. Within the context of formal
education, the teacher’s role is greater since the teacher acts in his or her own right as a professional to
transmit knowledge, skills, cultural heritage and values. (Mensah, 2009). The effectiveness in directing
the behavior of the students will depend upon the student’s acceptance of teacher’s leadership role. If
the students have a negative opinion of the ability of their teacher, it will be difficult for the teacher to
expect them following the discipline. Therefore, it is crucial for a teacher to serve as a role model for his
or her students and be a trust-worthy, reliable person. This situation is the most suitable approach for
proper moral development.
2.2. The school disciplines broken by students.
Disciplinary problems can be categorized into three groups; minor disciplinary problems, major
disciplinary problems and intolerable disciplinary problems. Minor discipline problems involve gossiping,
rumor mongering, tardiness, class cutting, students talking to each other during lessons, students getting
out of their seats, class clowns, students with earphones, students with digital devices, home-work not
being done and not following the dress code. Major disciplinary issues are fighting among students,
vandalism, quarreling among students, cursing, bullying, cheating in examinations, students verbal
abuse to classmates or teachers and students sneaking from school. Intolerable discipline problems
include riots, possession of weapons, robbery, theft, physical abuse to classmates or teachers, gang
activities and sexual misconduct.
2
2.3. Punishment as a response to the students who break the discipline
According to (Mafabi, 2009.), most students agree that school rules are beneficial and necessary
for creating a positive learning environment. The main rationale behind the existence of school rules, as
reported by the students themselves, is that they help to prevent any actions or behaviors that could
harm, hurt, or upset other students, or make them feel excluded or scared. They realize that giving
punishment according to the rules and regulations is an effective method to remediate the misbehavior
of the students. However, those rules and regulations must be fair and consistent. According to the
research, (Kathleen Cotton, 2000), most of the students understand that the purpose of punishments in
a school system is to teach them the accountability for their mistakes. (Herbert, 2009). However, on the
other side, responding the misbehavior of a student with punishment without a proper discussion on
the reason of their action leads to the worse problems. Since the reasons why students misbehave also
include lack of motivation, desire to impress classmates, boredom, difficulty with the subject matter,
emotional problems, family problems, peer pressure and physical discomfort, it is very clear that
punishment itself is not the proper solution.
2.4. Understanding the secondary students
The secondary students are adolescence: from age 11 to 18 years. During this stage of growth,
they experience rapid physical, cognitive, social and emotional development. These changes affect their
self-image, identity, sexuality, relationships, mood and behavior. Adolescents also develop more complex
and abstract thinking skills, moral reasoning and self-regulation. They explore different aspects of their
identity, such as their values, beliefs, goals, interests and preferences. They seek greater autonomy and
independence from their parents and other adults, while also forming stronger peer bonds.(Bark, n.d.).
Since they have high reasoning skill and interest in moral values, it is very important to take time
explaining and educating the disciplinary matters. However, there are certain cases that the student
understands the school disciplines very well and yet breaking them intentionally. There may be several
reasons. It may be a way of expressing their dissatisfaction with the school system; believing that the
school disciplines are too rigid and oppressive. It may be a challenge or provoking a reaction from the
teachers and administrators. The most common reason is that by breaking the rules, they want to attract
attention from peers and family members.
2.5. Disruptive students who create a less effective learning environment
Disruptive student is a student who often annoys the classmates and teachers with jokes, pranks
and unrelated questions or conversation. Most of the teachers handle them by giving a reminder or
neglecting. However, sometimes they go beyond the boundary which can be considered as distraction
and disrespect. It may be viewed as a minor disciplinary problem by some teachers and administrators
but their actions can have serious consequences for the learning environment and the academic
performance of themselves and others. They may also face social rejection, low self-esteem or
psychological issues. They use humor as a coping mechanism or a way to mask their insecurities and to
get the constant attention they want.
3
2.6. Relating the misbehavior with students’ educational and socio-economical background
Disruptive students often use humor and disruptive behavior to attract attention in the
classroom. Some researchers have suggested that disruptive students may come from low-income or
disadvantaged families, where they lack parental support, guidance, or supervision. They may use humor
as a way to cope with their difficulties, to express their frustration, or to rebel against authority. Others
have argued that disruptive students may come from middle-class or affluent families, where they have
high expectations, pressure, or competition. They may use humor as a way to relieve their anxiety, to
differentiate themselves from others, or to challenge the norms.
Some of them have poor achievements in terms of grades and level of work, and often have
specific learning deficits. On testing, up to a third of those with a disruptive behavioral disorder have
specific reading disorder (SRD). The association between disruptive behavioral disorders and SRD could
be due to three factors. Firstly, disruptive behavior may interfere with classroom learning. Second,
individuals who do not have the ability to understand and participate in class may become frustrated
and disruptive as a result. Third, both disruptiveness and reading problems may stem from a third factor
such as ADHD, lower IQ than the peers or unsupportive and negative parenting. (S.Sathiyagirirajan, n.d.)
Most of the disruptive students often become unpopular within their peers. They commonly
show poor social skills with both peers and adults. Poor peer relationships lead to more stress and poor
academic outcome.
2.7. Proper approach to discipline the disruptive students
The most important and effective way to handle the disruptive students is to maintain a clear
and consistent classroom rules and routine. It should be done since the first day of the class and give
clear instructions and explanations to the students. Praise and reward positive behavior and show
immediate and appropriate consequences for negative behavior.
Building rapport with students is another influencing factor in convincing the students to behave
and pay respect to the teachers. The teacher should listen to their concerns and needs and provide them
with support and guidance. Recognize their strengths and interests and encourage them to develop
them.
The teacher should consider the learning ability and nature of the disruptive students in lesson
planning. He or she must give them opportunities to participate actively, collaborate with others, express
their opinions, and make choices. The teacher should use a variety of teaching methods, materials, and
activities. Also, last but not least, give feedback and recognition for their efforts and achievements.
Having a discussion with parents, counselors or specialists to address the underlying issues that
may contribute to disruptive behavior is necessary in some cases. Finding a proper solution to nurture
the disruptive students and helping them succeed academically and socially should be done together.
4
3. Conclusion
To conclude, reasonable and well-structured discipline are essential to maintain an effective
learning environment. Clear and consistent classroom rules and routine help the students to feel safe
and comfortable in class, engage to the lessons more and improve their moral values. Proper actions
should be done to discipline the misbehaved students and punishments should be done according to the
rules and regulations. However, giving punishments might not be the best solution in certain cases.
Teachers and administrators have to try different approaches to individual cases. Giving incentives,
building rapport with the students and having a discussion with parents and specialists are effective ways
to support and discipline the students. Although there is no definite method to handle students who are
intentionally breaking the school discipline, teachers must collaborate with administrative faculties,
counsellors and parents to find out the most effective solution to discipline them.
4. References
Bark, L. E., n.d. Child Development. Ninth Edition ed. s.l.:Illinois State University.
Herbert, K., 2009. The Influence of Discipline Management by Head Teachers on Students’ Academic
Performance in Selected Private Secondary Schools. s.l.: MAKERERE UNIVERISTY .
Kathleen Cotton, W. G. S., 2000. Student Discipline and Motivation: Research Synthesis. s.l.:s.n.
Kelvin Seifert, Rosemary Sutton, 2009. Educational Psychology. Zurich: Creative Commons Attribution.
Mafabi, B., 2009.. Education Management and Administration in Kampala. Kampala, Uganda.: Makerere
University.
Maria, S. N. A., n.d. Edffectiveness of SchoolL Rules and Regulations in Enhancing Discipline in Public
Secondary Schools.. 2013: The Catholic University of Eastern Africa.
Mensah, G. A., 2009. Examination of students’ views on improving discipline in teacher training colleges:
Implications to guidance and counselling.. Cape Coast: University of Cape Coast.
S.Sathiyagirirajan, D., n.d. PSYCHOLOGY IN EDUCATION. s.l.:Madurai Kamaraj University.
Stephanie K. Barr, Jennifer E. Cross, Brian H. Dunbar., 2014. The whole school sustainability framework..
s.l.:Center for Green Schools at USGBC..
Tikoko Jeruto Betty, Dr Catherine Kiprop, Emily Bomett., 2011. KENYA, THE NATURE OF STUDENT
PARTICIPATION IN DECISION MAKING IN SECONDARY SCHOOLS IN. NTERNATIONAL JOURNAL OF
CURRENT RESEARCH , p. 186.
