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Discipline Problems and their causes, incorporative community services,…
Discipline Problems and their causes
Role of Home
Damage to self-concept
Attention deprivation
Children who do not receive enough attention at home often try to compensate by seeking attention from their teachers, sometimes through disruptive behavior or excessive need for validation
They may act out, disrupt class, or constantly seek validation to feel noticed.
This can lead to behavioral issues, difficulty focusing, and emotional struggles.
Love deprivation
children believe attention is a form of love. when their parent gets too busy or distracted, even if they're working hard for the family's well-being, children might interpret the lack of attention as a lack of love.
children need both quality and quantity of time with their parents, as quality alone is not enough.
lack of love can cause discipline problems and poor school performance. this emotional stress can also lead to violent behavior.
Neglectful parenting leads to emotional issues and increased youth violence, worsened by high divorce rates and insufficient social support
Excessive control
Conscientious parents allow and encourage freedom to assert independence and the ability to use it wisely, whereas controlling parents stifle their children's sense of freedom (prevent them from making their own choices, view independence as rebellion, etc).
Excessive control causes children to desire freedom to the point that they may act out or have discipline issues in class.
Instead of seeing the teacher as an authority figure (whom they respect) they either take advantage of/ view reasonable requests from the teacher to be too controlling.
Role of Society
Gang members
Reasons for Gang Involvement
Rejection at Home → Seeking acceptance elsewhere
Need for Identity & Belonging → Gangs provide emotional support
Peer Pressure → Encourages joining for status & protection
Peer pressure
- Influence from friends or peers to act a certain way
Negative behaviors
include influencing
Bullying, drinking alcohol, drug use
In classrooms behaviors such as bullying, cheating on tests and violating rules can be caused due to negative peer pressure
causes of negative peer pressure:
low self-esteem
poor family support
conflicts at home
Racial identity
Reasons for Gang Involvement
Rejection at Home → Seeking acceptance elsewhere
Need for Identity & Belonging → Gangs provide emotional support
Peer Pressure → Encourages joining for status & protection
Gang Influence on Student Behavior
Strong Allegiance to Gangs → Loyalty over family & school
Criminal Activities as Initiation & Proof of Loyalty
Armed robbery
Mugging
Violence
:green_cross:
Impact on Schools
Disrupts School Environment → Gangs establish control & create fear
Leads to Violence → Conflicts over:
Turf
Privilege
Property
Drug Involvement → Using & selling drugs affects school safety
School Struggles to Remove Gangs → Once established, difficult to control
Gang members
Causes
Language barriers
Xenophobia
Cultural differences
ways to overcome
Role of School
Non-acceptance
How teachers convey non acceptance:
. Use of praises with implied criticism
. Limiting students' control over their own work
Consequences:
. Students lack confidence on their own abilities
How to prevent:
. Permit students to evaluate themselves
. Allow students to set their own goals
How to Help:
• Let students assess their own progress.
• Give genuine, positive feedback.
• Allow choices in learning.
• Create a supportive environment.
Why It Happens:
• Teachers enforce rigid methods.
• Praise feels like criticism.
• Schools value rules over individuality.
• Students lack control over their learning.
Nonacceptance happens when teachers unintentionally make students feel their work is not good enough. This can occur through strict rules, conditional praise (e.g., “You did well, but you can do better”), and a focus on conformity.
Competitive grading
Fosters competition
with only a few students
Negative effects
Undermines learning
Demoralize students
Norm-based grading
Adjustments made by teachers
Individualized grading
Involvement in evaluation
Promoting self-direction
Punishments
Failure to teach thinking skills
Instruction without context
:
Educators may teach concepts as abstract and isolated rather than linking them to real life application.
outside school, children learn by applying knowledge in meaningful contexts, while in school learning is often detached from reality.
students may struggle to see the relevance of their education, leading to frustration and disengagement.
many view school as an obligation rather than a meaningful experience.
secondary education often relies on rote learning which fails to meet adolescent needs for affiliation, autonomy, and intelectual challenge.
incorporative community services
incorporate moral values
awareness programs
