Fadipe Chapter 1-3
Fadipe Chapter 1-3
Fadipe Chapter 1-3
INTRODUCTION
Education in Nigeria has become a gigantic industry that has been recognized
not only as a tool for nation building but also as a source from which individual
Nigerians can realize their goals and aspirations. The vision of every society in
modern times is that education be used as a tool for social change. In other words, if a
country desires to bring about a new philosophy, a new orientation, a new social order
or a new thinking pattern, the vehicle for such a change is education. To effect a
desired change such a country must undertake modification of its curriculum as a first
step, followed by classroom instruction, which is derived from the affected curriculum
systems for several years. Indeed, the single most common request for assistance from
teachers is related to behaviour and classroom management (Rose & Gallup, 2005).
Classrooms with frequent unruly behaviours have less academic engagement time,
and the pupils in disruptive classrooms tend to have lower grades and do poorer on
School discipline issues such as disruptive behaviour and violence also have an
increased effect on teacher stress and burnout (Smith & Smith, 2006). There is a
Teachers who have significant problems with behaviour management and classroom
discipline often report high levels of stress and symptoms of burnout and are
frequently ineffective (Berliner, 1986; Browers & Tomic, 2000; Espin & Yell, 1994).
The ability of teachers to organize classrooms and manage the behaviour of their
pupils is critical to achieving both positive educational outcomes for pupils and
teacher retention.
extinction, and punishment (Kauffman, 2005; Patterson, Reid, & Dishion, 1992). The
aggressive behaviour. Early intervention and treatment for pupils at-risk for emotional
and behavioural disorders (EBD) is essential to prevent more serious behaviours from
demands talent, skills, energy and ability from teachers to manage classrooms because
it directly deals with the behaviors of learners. Human behavior is the most complex
phenomenon. Teachers with highly practical vision, strategies, skills and knowledge
can manage classroom effectively (Tan, Parsons, Hinson, and Sardo-Brown, 2003).
The term classroom management refers to all those decisions that teachers take to
facilitate the learning process and to provide the students maximum opportunity for
In this regard Canter and Canter. (2001) argued that there are two goals of
interest, motivation and involvement in the learning process is maintained. And third,
is to students are allowed to establish relationships openly and to set targets for
themselves. This situation will enable to discuss their needs with teachers without and
also feel comfortable to intellectual risks. For this purpose teachers can establish rules
and routines.
2002). For example, classrooms with high levels of disruptive or aggressive behaviour
place children at-risk for more serious behaviour problems and EBD. Research has
are more likely to be aggressive in later grades (Greer-Chase et al., 2002). Research-
A significant body of research also attests to the fact that that classroom
persistence of new teachers in teaching careers (Ingersoll and Smith, 2003). New
teachers typically express concerns about lacking effective means to handle the
disruptive behavior of students (Browers and Tomic, 2000). Effective teaching
requires considerable skill in managing the myriad of tasks and situations that occur in
the classroom each day. The ability of teachers to organize classrooms and manage the
Research has shown that learners’ ability to interact effectively with peers,
neglected area in our basic schools, and the success or failure of any teaching/learning
process depends to a large extent on the way classrooms are managed. Failure to
effectively manage the classroom can have an overall negative influence on the entire
school most especially in terms of sound academic performance of the school. When
educators talk about classroom management, one of the first things that come to mind
teacher and students that brings about self-control and respect for authority. It entails
creating and keeping rules based on reciprocal understanding and tolerance, and
influencing or stimulating a student to take action that will accomplish desired goals.
A teacher can reward the learners in order to increase the probability of reporting the
desired behaviour. Good and appropriate teaching methods are important aspects of
classroom management.
Recent happenings and occurrences at the level of basic schools and even other
levels of education leave many scholars in panic today and Isin Local Government
Area, Kwara State is not left out. The teacher finds himself/herself in a class filled
with pupils who are disposed to violence, not only to their fellow students but the
teacher also. In a bid to control this tendency towards violence, indiscipline, and noise
Few would disagree that schooling influences pupils’ social and moral
to what has been called the “hidden curriculum,” and as such are largely implicit and
“unconscious.” That is, while teachers and administrators pay careful attention to the
instructional processes by which that content is to be passed across, they pay much
less attention to the implications of their classroom practices for pupils’ developing
not explicitly attending to social and ethical development in school are problematic.
At best, relegating school influences on social and moral development to the domain
of the “hidden curriculum” does not provide pupils with clear and consistent messages
about how we should live our lives, and denies them an important source of guidance
from adult members of society as they strive to understand themselves and the world
around them; at worst, it “teaches” pernicious lessons about social and ethical
behavior and presents a “world view” and depiction of the relations between
individuals in society that works counter to the aims of promoting pupils’ moral and
character development.
1. What are the classroom management mostly practice by basic school teachers
in Imeko/Afon LGA?
function for teachers in basic schools and re-stress using the variables identified which
to induce behaviour change in learners. This will also help government, school
administrators and policy makers to recognize the benefits, primary school pupils can
derive from this and how the pupils’ performance can be increased through the use of
and another management variable used appropriate in the classroom, can influence or
stimulate pupils to take action that will accomplish desired goals. This will become a
necessity because it will open the avenue for teachers, educationists and government
classroom management in teaching primary school pupils in Nigeria and the world at
large.
It is expected that at the end of this study based on the findings of the
researcher, the researcher will be able to give positive suggestions and a device to the
behaviour in Imeko/Afon Local Government Area, Ogun State. This study covers all
basic school in the Local Government Area. The targeted population of this study
would be 10 basic schools. The study would focus on the basic school teachers and 10
teachers would be randomly selected from each sampled school, and this give a total
Classroom: An experimental lab for children. A place where learning takes place in a
formal setting.
business or organization
classroom setting, moral behaviour is seen as pupil’s ability to act according to the
create an environment that supports and facilitates both academic and social-
emotional learning (Evertson & Weinstein, 2006). Instructional procedures could also
behaviour, and reduce the occurrence of inappropriate behaviour are necessary for
effective classroom management are important in several ways. For example, focusing
environment in which the teacher focuses on pupils who appropriately behave (Lewis
organization and management plans because they establish a behavioural context for
the classroom that includes what is expected, what will be reinforced, and what will be
retaught if inappropriate behaviour occurs (Colvin et al., 1993). This prevents problem
appropriate behaviour and prevent misbehaviour from escalating (Colvin et al., 1993).
of individual practices that have some level of evidence to support their adoption
within classrooms. These practices are then combined under the assumption that, if
individual practices are effective, combining these practices into a package will be
equally, if not more effective. Textbooks written and policies and guidelines are
of effective practices a significant gap in our current knowledge base still exits.
Understanding the component that make up the most effective and efficient classroom
management system as well as identifying the effects teachers and administrators can
of these gaps.
Today, many schools in urban and rural areas are comprised of children who
distributed and disruptive. Many of these children live in community conditions that
have adversely impacted their readiness for school. Some of these conditions include:
the family’s loss of meaningful employment, the infestation of meaningful illegal
parents has increased, and there are still others who have been left to rear themselves.
very effective form of communication and to the child, it seems reasonable and
logical.
School discipline issues such as disruption behaviour and violence also have an
increased effect on teacher stress and burnout (Smith and Smith, 2006). There is a
significant body of research attesting to the fact that classroom organization and
teachers in their teaching career (Ingersoll and Smith, 2003). New teachers typically
express concerns about effective means to handle disruptive behaviour (Browers &
Tomic, 2000).
classroom discipline often report high levels of stress and symptoms of burnout and
are frequently ineffective (Berliner, 1986; Browers & Tomic 2000). The ability of
teachers to organise classrooms and manage the behaviour of their pupils is critical to
achieving both positive education outcomes for pupils and teacher retention. In view
of all of the above issues highlighted, the present study aims at analysing practices
Brophy, 1996). Classroom management refers to the set of strategies used by the
2013). This involves the management of classroom space, time and activities, as well
procedures to coordinate classroom activities (Brophy, 1996). The rules are intended
to control pupils’ behaviors that may disturb classroom activities and environment
whereas the procedures represent classroom actions allowed by the teacher, i.e.,
It is not unusual however to find classrooms where rules and procedures are not
explicit. This may happen if the teacher both believes that the pupils are familiar with
classroom rules and that the pupils do not need to be reminded about those rules
behaviors. Also, when there are no rules or when rules are not explicit, some pupils
may test the boundaries of classroom order and may disturb the class, thus interfering
Teacher’s behaviors and actions in the classroom and the way the teacher deals
one’s ability to perform a certain action or to deal with a specific situation. However,
self-efficacy does not refer to the number of skills that a person owns but to what the
person thinks she can perform with those skills (Hicks, 2012). Different people with
similar skills can, therefore, perform the same actions differently according to their
Within the classroom context, self-efficacy beliefs seem to arise mostly from
judgments about the learning process (O’Neill & Stephenson, 2012). Specifically,
teachers’ self-efficacy beliefs have much to do with the teacher’s perceived ability to
promote positive changes in the pupils (Gibson & Dembo, 1984). High self-efficacy
independent pupils’ behaviors in the classroom. Instead, a teacher with low self-
efficacy will likely try to strengthen control over the pupils, limiting their actions.
Gordon (2001) suggests that teachers with high self-efficacy feel more
negative consequences for pupils’ disruptive behaviors. Usually, teachers with high
self-efficacy are also more effective in both classroom management and classroom
instruction (Dârjan, 2012). In contrast, teachers with low self-efficacy may feel less
apt to manage pupils’ behavior. These teachers seem to assume a less humanistic
approach, using more negative consequences for pupils’ misbehavior (Khani &
Mizaee, 2015).
Nevertheless, while authors like Hicks (2012) stress that there is a direct
relationship between the perceived behavior of the pupils and teacher’s self-efficacy,
others (e.g., Main & Hammond, 2008) caution that perception and reality are separate
entities and that teacher’s confidence in the management of pupil’s behavior may not
Misbehaviour
The maximization of instructional time is crucial for the teachers to reach her
teaching goals and to increase students’ learning opportunities (Berliner, 1991; Rogers
& Mirra, 2014). The classroom instructional time, however, seldom or never equals
the allocated time (the amount of time made available for teaching by a national or
local authority) because of classroom events such as delays or the transition between
activities (Abadzi, 2007). The available learning time is the time left for teaching and
learning after classroom time loss is deducted from the classroom allocated time
related to student’s performance and with the reduction of the impact of students’
differences between teachers, schools, school neighborhoods, and even countries have
Classroom Discipline
that knows his/her rights and obligation to the community. That is, the individual must
be trained to have self- control, respect, obedience and good manners. Okumbe (2009)
identity two types of disciplines, Positive and negatives discipline. The positive
discipline also known as self- discipline comes from the aim and desires that are
school rules and authority and good relation between students and teacher.
In line with this opinion, Okumbe (2010), said punishment in school is meant
to instill discipline and is meted on students who violates the school rules and
regulations and that it is administered to bring about the desired change in behavior
and improve school discipline if commensurate with the offence committed. Viewing
from the angle of accountability, Cotton (2006) opined that punishment in the school
system are expected to teach students accountability for their mistakes, that is, to teach
However, Omari (2006) argued that punishment does not teach the correct
behavior, that it destroys even the opportunity to demonstrate the acceptable behavior.
He asserts that from the age of eighteen years onwards, there is a growing opposition
to any use of physical force in disciplining the individual. This argument brings us to
the negative form of discipline which according to Okumber (1998) occurs when our
continued, the individual may pretend to do the right thing or behave well when the
superiors are present but turned the other way round when his/her superiors are absent.
He illustrated his argument with a situation where a student may behave well when the
teacher is present but resort to mischief as soon as the teacher is out sight.
outcome inclusive.
In their view, Eilam and Aharon (2003) stressed that time management can be
multiple tasks within a certain time period and, therefore, for a better academic
outcome, the students’ self -attitude and participation is required as a principle of time
Kelly (2004) expresses similar view and argued that efficient use of time on the
part of the students and school administrators directly associated with increased
achievement.
Canter, (2006) argues that although discipline is one of the most common
problems for teachers, some punishment such as corporal punishment should not be
used because no evidence suggests that they have produced better result academically,
Corporal punishment may instill fear in the mind of the student or it may lead
to physical injury if not well administered by the teacher. Both situations may lead to
performance of the student. Hence, it is important that teachers need always realize
to ensure that the best behavior and conditions are established, inculcated and
and advanced planning by the school administrator and the teacher. Effective teaching
and learning is correlated with higher academic outcome and this is better achieved in
a disciplined school environment in which the student and teachers know that they are
interventionist with interactionist connecting between the two extremes. In the context
of this theoretical frame work, the interventionist reacts to student’s behavior with
consequences. They emphasized what the outer environment (people and objects)
does to the human organism to cause it to develop in its particular way. While non-
facilitate the classroom. The noninterventionist presupposes the student has an inner
drive that needs to find its expression in the real world. The interactionist seeks to
The interactionist (connecting between the two extremes) focus on what the
individual does to modify the external environment as well as what the environment
Wolfgang and Glickman (1980) assumed that teachers believe and act
according to all the three models of discipline, but one usually predominates. Thus the
application of the three theories emphasizes teacher behavior that reflects the
corresponding degree of power possessed by the teacher and students. This theory is
relevant for this study because the three model of discipline in the series are applied
management on students’ academic performance. These are the same variables this
approach seek to manage the classroom by intervening to shape student behavior with
consequences. Key figures that make unequal contribution to this approach include
relevant to making behaviour more or less likely to occur upon a given occasion that
What Skinner (1975) implied is that, a teacher can control the classroom
environment where each student work productively. Skinner believes that the
Albert Bandura developed the social learning theory (Bandura, 2013). Based on
the fact that the classroom has more than one student learning at a time. He extended
Albert Bandura’s social learning theory is built around the view that people
learn appropriate and inappropriate behaviours from each other. Bandura thought that
behaviours exhibited, each person would emulate one another, (Bandura 2003).
inspiration, drive and feeling throughout various levels of life. He characterized self-
efficiency as the beliefs in one’s capability to organize and execute the courses of
learning process with an emphasis in the idea that people frequently acquire
knowledge, rules, skills, strategies, beliefs and attitudes by watching others (Bandura,
2012). Bandura believed that self-efficacy convinced the choices people make because
a person’s experience and learning from others are the fundamental through which a
person reveals his/her behavior (Bandura, 2012). Unless people believe they can
produce desired results and forestall detrimental ones by their actions, they have little
Bandura (2003) shows how interaction between thought, influence and action
work together with one’s personal behavior and uniqueness along with the
environment. This theory has a very important implication for classroom management.
It is important for the classroom. It showed how students can learn from the
reactive in nature. They all faster methods to intervene with perceived consequences
for student actions which may help others learn by observation (Bandura, 2002).
show that two out of three students report that never or almost never is there noise or
disorder in the classroom. An even more recent study from the OECD (2015)
conducted with students from 39 countries (Portugal included) shows that discipline in
classroom improved from 2003 to 2012. On the other hand, a study conducted in
Portugal with k-1 through k-12 (6-12 years old) teachers found that teachers report
spending an average of 10 to 30% of their classroom time with misbehavior and that
more than 85% of the participants feel that classroom disruption significantly
increased in the last five years (Lopes & Oliveira, personal communication, National
Parliament, May 11, 2015). This mismatch apparently shows that classroom discipline
is at least in part a perceived construct and that the classroom status may significantly
The literature does not usually explore the relation between teachers’ perceived
Although we could expect that teachers that perceive to spend more classroom time
evidence about that or of the circumstances under which that relation may occur. It
can happen for instance that highly controlling teachers perceive that they are
spending too much time with misbehavior even if they perceive that misbehavior is
cardinal feature of the total education process. It contains all the steps through which
dynamic experience for everyone involved. Unfortunately, student behavior can often
with this process. Good classroom management implies not only that the teacher has
elicited the cooperation of the student s in minimizing misconduct and can intervene
effectively when misconduct occurs, but also that worthwhile academic activities are
occurring more or less continuously and that the classroom management system as a
minimize misconduct.
Akpakwu (2008) also maintained that for good teaching to take place in order
to achieve effective classroom management, the competent teacher should involve the
students in evaluating their own work as well as your own instruction. These
educators have agreed that the quality and method of instruction or teaching is a key
Many researchers like Ali (2000), Aly (2007), Canter & Canter (2004) and
Ostrosky (2008) have carried out different researches that revealed the influence of
management etc but research works that focus on classroom management and pupils’
moral behaviour in Imeko/Afon Local Government Area, Ogun State are either scanty
or not in existence, and this has created a wide research gap to be fill on the influence
RESEARCH METHOD
In this chapter, the research tries to describe the method adopted for this study
a. Research design.
c. Instrumentation.
Research Design
collection tool used to gather information about individuals, collected self- report data
from study participants. Survey was considered appropriate for this study because it
involved direct contact with the samples that are relevant to the investigation.
Therefore, the descriptive survey method was adopted since the study is carried out to
moral behaviour in Imeko/Afon Local Government Area, Kwara State. This study
covers all basic school in the Local Government Area. The targeted population of this
study would be 10 basic schools. The study will focus on basic school teachers and 10
teachers would be randomly selected from each school, and this will give a total
Instrumentation
information for the research. The questionnaire will be designed for the basic school
instrument due to its advantages. The close-ended questionnaire to use comprises (2)
Validation of Instrument
In order to ensure the validity of the instruments, face and content validity would
be used, where the items in the questionnaire would be checked against the research
purpose. An expert judgment would also be sought from the supervisors and to other
lecturers from the department who assisted in the validation of the instruments. The
validity helped in identifying items in the questionnaires that needed restating and
and Primary Education, Institute of Education, University of Ilorin. The letter will be
tendered to Head of teachers of selected schools. After the permission is granted and
date fixed, the researcher would personally administer the questionnaire and collect
The data collected from the respondents would be analysed using descriptive
statistic (frequency count and percentage) for demographic data while mean and