The Importance Of Discipline In The Classroom

Chapter2 REVIEW OF RELATED LITERARURE
Introduction

In the literature, different terms have been used to describe problematic behaviours of learners. Stewart referred to learners’ misconduct to disciplinary violations in school, for example, disrespect, disruptive, not doing school work. When there are explicit rules and regulations in school and classroom, violation of these is apparently a misbehaviour or misconduct or discipline problem. Nevertheless, a particular behaviour is viewed as problematic may not necessarily be rule breaking, but inappropriate or disturbing in the classroom setting. For example, daydreaming in class, not completing homework, talking in class, lesson disruption, bullying, and rudeness to the

Research by Nxumalo (2001:77) indicates the need for both learners and teachers to be disciplined for effective functioning of schools. According to Nxumalo, discipline is vitally important for teaching and learning in class to be effective. Discipline problems can be defined as “disruptive behaviour that significantly affects fundamental rights to feel safe, to be treated with respect and to learn” (Mabeba & Prinsloo, 2000:34). Although it is a serious problem in this country, discipline problems are, as can be expected, not limited to the South African public school system. VanWyk (2001:196) points out that “the prevalence and gravity of discipline problems in schools is. She also states that the worldwide reaction to these problems is the increased Use of reactive and punitive strategies. Some of these strategies are not effective or educationally sound, a point of view which necessitated the national research project on which this article

This qualitative, phenomenological research study was designed to explore teachers’ lived experiences and perspectives in dealing with student aggressive disruptive behaviours in public schools. There are many reasons for aggressive behaviours. Petsch and Rochlen (2009) suggested that children were coping with stressors before, during, or after parental incarceration. Schmid (2012) addressed negative peers, and Carrell and Hoekstra (2008)found that children from troubled families exhibited significant increases in misbehaviour. Grigg (2012) cited frequent school changes were associated with poor outcomes with disruptions in important social ties. This study identified teachers’ shared experiences in dealing with student aggression and may help in developing practices or policies to assist teachers and administrators deal with these behaviours and address school climate issues. Public schools are currently investigating the phenomenon of student aggression as it relates to maladaptive social outcomes in the school setting (Grumm, Hein, &Fingerie, 2011). Suspensions are used to decrease problem behaviours (Chin, Dowdy, Jimerson, Shane, & Rime, 2012); however, although punishing aggressive acts may seem to be effective, understanding and implementing ways to deal with the problem would yield