Article Citation: Umar Muhammad & N.I. Lawal (2019). The Role of Discipline in Enhancing Primary School Management in Nigeria: Issues and Challenges. DEGEL: The Journal of the Faculty of Arts and Islamic Studies, Vol. 17, No. 2. ISSN 0794-9316
THE ROLE OF DISCIPLINE IN ENHANCING PRIMARY SCHOOL MANAGEMENT IN
NIGERIA: ISSUES AND CHALLENGES
By
Umar Muhammad & N.I. Lawal
Abstract
This
Paper examines the role of discipline in enhancing primary school management in
nigeria. Primary education is very important in the Nigerian education system.
It is the oldest system. Its history in the geographical entity that is now
known as Nigeria, dates back to 170 years ago, Lack of discipline in primary
school in Nigeria is a challenge to education management in Nigeria. The need
for discipline from the grassroot of our educational system has become the
turning point in the administration of educational institutions in Nigeria.
Primary Education has been universally accepted as an instrument of change and
potent tool for socioeconomic development. It is the only weapon yet known for
the achievement of purposeful human development objectives in this era of
technology driven world economic order. In coping with the demand of social
change, Primary education in Nigeria has undergone series of changes in order
to develop Nigeria’s economy and meet the aspirations of the citizenry.
However, the changes in the system have become mere nomenclature as they have
failed to produce the desired results in view of the contending issues that are
left unresolved. Thus, inability of the Nigerian government to implement the
articulated educational policies, insufficient access, and inadequate
infrastructure, among other issues are inimical not only to the educational
development but its attendant socioeconomic backwardness. Among the
recommendations made are that primary school administrators should establish clear
rules and procedures and instruct pupils on how to follow them, giving primary
school pupils and those with low socio-economic status in particular a great
deal of instruction, practice and reminders, Make clear to pupils the
consequences of behavior, Enforce classroom rules promptly, consistently, and
equitably from the very first day of school and finally, Make use of humor,
when suitable to stimulate pupils’ interest to reduce classroom tensions.
Introduction
Primary
education is very important in the Nigerian education system. Its history in
the geographical entity that is now known as Nigeria, dates back to 170 years
ago, precisely in 1843 (Oni, 2010). In addition, primary education is the only
link between pre-primary education and secondary education systems. It takes in
successful beneficiaries of the former and supplies entrants into the latter,
but more importantly, it is generally regarded as the very foundation upon
which the other strata of the educational edifice are built. Primary education
in the Nigerian education system is very old, has the highest patronage and
occupies a very important position. Since the rest of the education system is
built upon it, the primary level is the key to the success or failure of the
whole system (FRN, 2014). The general objectives of primary education include:
(i) The inculcation of permanent literacy and numeracy and the ability
to communicate effectively;
(ii) The laying of a sound basis for scientific and reflective
thinking;
(iii) Citizenship education as the basis for effective participation and
contribution to the life of the society;
(iv) Character and moral training and the development of sound
attitudes;
(v) Developing in the child the ability to adapt in his changing
environment;
(vi) Giving the child the opportunities for developing manipulative
skills that will enable him to function effectively in the society within the
limits of his capability;
(vii) Providing basic tools for further educational advancement,
including preparations for trades and crafts of the locality
To
achieve the objectives above, a number of factors must be taken into
cognizance. Major among them is the teacher factor. The teacher is at the
centre of instruction. Lassa (2016) observed that education is the key to
national development and it is equally a truism that the teacher holds the key
to sound education. James (2013) saw the teacher as pivot on which every
educational development hangs. Ipaye (2012) described the teacher as the spinal
cord of educational system at all levels. Central to effective teaching and
learning is the teacher’s competency in his managerial role in the classroom.
The classroom (the primary school) is that space bounded by the walls, roof and
its environment which a teacher houses (allows) his/her pupils for the purpose
of giving instruction to such learners. In other words, it is a shelter for
both teachers and learners so as to engage in educative activities. Classroom
teaching is a complex task in a complex environment. The classroom is the
immediate management environment for formal knowledge acquisition. It is made
up of the teacher, the learners, learning equipment and the environment.
Kimberly (2011) stated the five characteristics of a classroom as security,
open communication, mutual liking, shared goals and connectedness.
Management
on the other hand, can be seen as the process of designing and maintaining any
setting in which people work in groups for the purpose of accomplishing
predetermined goals. The idea of ‘any setting’ equally indicates that
management is applicable to all establishments which do not exonerate
educational setting. Classroom management, according to Adeyemo (2012), is the
term used by teachers and instructors to describe the act of managing their
classroom and pupils to ensure that stressful and non-educational situations
are avoided and pupils learn topics and subjects effectively. The term also
implies the prevention of disruptive behavior. It is possibly the most
difficult aspect of teaching for many teachers; in fact, problems in this area
cause some to leave teaching altogether (Oyinloye, 2010).
School discipline is
the actions taken by a teacher or the school organization towards a pupil (or
group of pupils) when the pupil's behavior disrupts the ongoing educational
activity or breaks a rule created by the teacher or the school system.
Discipline can guide the children's behavior or set limits to help them learn
to take care of themselves, other people and the world around them. School
systems set rules, and if pupils break these rules they are subject to
discipline. These rules may, for example, define the expected standards of
clothing, time keeping, social conduct, and work ethic. The term
"discipline" is applied to the punishment that is the consequence of
breaking the rules. The aim of discipline is to set limits restricting certain
behaviors or attitudes that are seen as harmful or against school policies,
educational norms, school traditions, etc. The focus of discipline is shifting
and alternative approaches are emerging due to notably high dropout rates and
disproportionate punishment upon minority pupils.
Classroom management
Classroom
management is a complex set of articulated behaviors which the teacher uses to
establish and maintain conditions to enable learners achieve instructional
objectives efficiently. Brown (2015) looked at classroom management as a
process involving the organization of certain academic tasks which are
essential for effective teaching and learning in a specific set up. The focus
of classroom management in the early years of studies was primarily on making
the classroom safe and establishing behavior management, used to control and
shape pupils’ behavior to conform to school rules by the classroom teacher.
Classroom
management using an authoritarian or punitive approach did repress disorderly
behavior, but it did not foster pupils’ growth or allow the acquisition of more
sophisticated modes of learning, such as critical thinking and reflection
(Jones, 2015).
In the
1990s, classroom management developed beyond a set of educational techniques to
become a complex process in which an environment is constructed in an on-going,
reciprocal manner. This process includes dialogue between teachers and pupils,
reflection on past and present experiences, and looking at how one’s behavior
affects others in the environment (Schneider, 2016). Effective school
management for functional education means implementing strategies that create a
safe, fair and rule-based learning environment for pupils to flourish in. Emmor
and Evertson (2011) stated that effective classroom management consists of
teacher behaviors that produce high levels of pupil involvement in classroom
activities, minimal amounts of pupil’s behavior that interfere with the
teacher’s or other pupil’s work and efficient use of instructional time.
A teacher
needs to improve on his personality, his methods of teaching, possess good
moral conduct, be fair and just to everyone in class discipline and
administration of punishment. A deficiency of these variables and many more
would result into poor classroom management. The issue of classroom management
is a continuous exercise, which a teacher has to cope with any time s/he enters
the classroom. Wong and Rosemary (2011) saw classroom management as what the
teachers do to organize pupils’ space, time and materials so that instruction
in content and pupils’ learning can take place. The teacher has to cope with
the activities of the pupils in the class giving the pupils the deserved
attention. This may be seemingly difficult because each pupil in the class
needs different things at a point in time. It is the responsibility of the
teacher to pay attention to the needs of the individuals in the class.
However,
Good and Brophy (2012) observed that a lot of activities go on in the classroom
simultaneously even when a teacher gives the same problem for the pupils to
solve. Some of the pupils may get stuck on the way, while some may neglect the
problem and do something else. Others may finish solving the problem because
they understood it while some may prefer doing correction of a previous work.
This simple explanation points to the fact that at any point in time, each
pupil needs different attention, different things, different kinds of
encouragement and different materials. The question then is, how will a teacher
cope with this situation? A teacher who will cope with this situation must be
knowledgeable in the skills necessary for managing classroom activities and
taking care of, and accommodating the individual’s needs simultaneously in the
classroom.
From the
exposition above, it can be seen that the importance of classroom management by
teachers cannot be over emphasized. There is the need, therefore, to examine
some classroom management strategies that can be used by the teacher for
efficient instructional delivery and improved pupils’ academic achievement. The
significance of each strategy will also be explained.
Some Classroom Management Strategies for Functional Education
Instructional Management
Instructional
management is the most important aspect of curriculum implementation in
the organized classroom plan. To this effect, Offorma (2014) stated that
instructional consideration in curriculum development include teachers making
daily decisions about subjects, course content, grouping of instructional
materials, pacing and sequencing of and assessing how well pupils learn which
directly affects pupils learning. In this process, the teacher with his wealth
of experience should be flexible with knowledge of the subject matter and
learners, especially the fast and slow learners. He/she should use a variety of
methods and techniques in the course of teaching and learning and adjust where
necessary. The teacher should establish relationship with the learners
considering their intellectual levels and work with them cooperatively so as to
contribute effectively to the process of learning.
Teacher’s
varying approaches to classroom management are reflected in different levels of
effectiveness. A well-prepared teacher has a much greater chance of achieving
effective instructional management.
Classroom Rules
The basic
tools used to manage the class are the classroom rules. The rules will be made
on the first day of class. Some teachers set their rules for the pupils to
follow but it is good if the children are involved in making rules. If the
rules were agreed upon by everybody in the class, each of them will feel the
responsibility of his/her own action. There must be consequences for breaking
the rules which should also be agreed upon by the class. Daily implementation
of the rules is necessary for them to be reminded and their obedience to the
rules would be established. It is important that the rules would be implanted
in their hearts and minds and this will be achieved by applying it daily until
it would become a part of their daily routine in the classroom. Hanging the
printed rules on the walls is not enough reminders, it should be applied.
What rules should you make?
Well, the
teacher should share his ideas and goals of what he/she want his/her pupils to
become and likewise the pupils also should be given opportunity to share what
they want to happen in the classroom. From this point of view, rules should be
made by the children with the teacher’s guidance.
In making
rules, never use the negative word ‘don’t’. This word is not encouraging; it is
an irritant, use positive words that denote action. Examples of rules that can
be given include:
- Listen when somebody is talking,
respect the property of others, roaming around or standing is allowed only
when permission is granted, talking or making unnecessary noise when the
class is going on is strictly prohibited (unless it is activity time), raise
hand when you need something or want to ease yourself, treat others with
respect, etc.
- Eye Contact: Is a silent treatment
to those who are not paying attention or not well behaved in class. This
is very effective to bring the class into silence than yelling at the top
of your voice saying “keep quiet”. When the teacher is talking or giving
instructions and some are not paying attention, he should stop and look at
those who are talking. Since the teacher is already quiet, all of them
will be wondering why and they will be quiet too. The talkative will
realize what he did and will be embarrassed to do it again. This is also a
good time to remind them of the rule: Listen When Somebody Is Talking. Eye
contact is effective than yelling and threatening to keep them quiet.
Positive Reinforcement Technique
This is
helpful for pupils who have behavior problems in class. What the teacher does
is to give responsibility to the one who is a trouble maker. The teacher can
assign him/her to be the peacemaker who will be the in-charge of the peace and
harmony in the class. It works because the pupil may never have trouble with
others. He/she feels the responsibility and is praised by the classmates which
will encourage him/her to change his attitude. Since not all kids are
responsible for their own actions, there are times that others tend to forget
the agreements which were made in class in forms of rules. Instead of using the
word punishment for breaking the agreement or rule, the
teacher could use the word ‘service’. When somebody breaks the rule, he
will be given work to do, like cleaning the office, arranging the books in the
library, etc, which involves serving others. This would help them feel the joy
of helping others especially if they are recognized by the people they had
helped. Though it is a sort of punishment in a real sense but they do not feel
it that way. We know that children do not want to do community service every
day; so, this would help them to be careful not to break rules.
Classroom Arrangement Strategy
Jones
(2010) noted that a good classroom seating arrangement is the cheapest form of
classroom (school) management. It is discipline for free. Many experienced
teachers recommend assigning seating for pupils to facilitate discipline and
instruction. They argue that pupils left to their own devices will always
choose a seat that places the teacher at a disadvantage. Best practices as
given by Dunbar (2014) suggest a few rules to guide classroom arrangement:
1. Pupils should be seated
where their attention is directed toward the teacher.
2. High traffic areas should
be free from congestion.
According
to Dunbar (2014), physical arrangement or positioning is done for easy
communication, audience of learners, movement and consultation. Classroom
arrangement will depend on the likes of the teacher, the type of class,
learners’ composition, types of lesson and learners’ level.
Common
classroom arrangements are horse hoof, row, cluster, and round table types. The
physical arrangement of the classroom should match the teacher’s philosophy of
learning. Pupils should also have easy access to necessary materials.
Active Monitoring
Active
monitoring from classroom research, involves watching behavior closely,
intervening to correct bad behavior before it escalates. Brophy (2010) noted
that the teacher should always be attentive to pupils’ individual behavior and
learning needs. This means that for a teacher to maintain a learning
environment, he/she needs to actively monitor the activities of the pupils.
Jones (2016) pointed out that the teacher must monitor both pupils’ behavior
and learning by keeping eyes out for when pupils appear stuck, when they need:
help, redirection, correction and encouragement. In order to maintain an
effective classroom management, the teacher must always check pupils’
understanding. This s/he can do privately and publicly. The teacher must always
anticipate learners’ actions and reactions during a lesson in order to deal
precisely with any problem that could occur.
Communication Pattern
Another
important factor in classroom management according to Cowley (2013) is the
communication pattern used by both teachers and pupils. The communication style
of a teacher has a lot of influence on the achievement of pupils. Cowley (2013)
noted that effective teacher will describe objective clearly, give accurate
instruction for assignment and respond to pupil’s questions and understand the
needs of the pupils.
Communication
should be made in clear language which will enhance pupils’ understanding.
Pupils should be encouraged to make their own contribution and they should be
made to understand that their contribution is valued.
Preventing Disruptions (Discipline)
Effectively
managed classrooms (School) are orderly (relatively speaking), with a minimum
of pupil’s misbehavior and reasonable levels of time on task. Effective
classroom managers are more skilled at preventing disruptions from occurring in
the first place. Teachers who are interested in fostering and promoting
effective classroom learning cannot ignore classroom behavior of their pupils.
They work towards ensuring that learners acquire important habits that would
help them cope with learning events (Adeyemo, 2012). They would want pupils to
feel, think and act with respect for themselves and other people. These enable
them to learn how to pursue their own wellbeing and to act in consideration of
the feelings of others. Observant teachers know when learner behavior becomes
disruptive and interferes with classroom activities (Sharp and Smith, 2011).
Disruptive behaviors
Disruptive
behaviors are inappropriate behaviors which interfere with the academic and
administrative activities of a school (Amada, 2010). Among the disruptive
behaviors commonly identified by teachers are bullying, spying, hitting, name
calling, sleeping in class, prolonged chatting, excessive lateness, unexcused
exit from class, verbal or physical threat to pupils or teachers, eating in the
class (Amada, 2010). These disruptive behaviors may persistently or grossly
interfere with the academic learning of the school making it difficult for both
the learners and teachers to function effectively and efficiently. Learners who
are disruptive have been observed not only to cause a lot of problems to their
classmates and teachers but are most affected both socially and educationally
(Santrock, 2014 and Sorcinelli, 2012).
A number
of factors have been suggested as being responsible for disruptive behavior in
the classroom. According to Santrock (2014), the most valuable advice in trying
to locate the cause of disruptive behavior in the class would be to raise
questions in this order:
·
Is the cause from the school/class environment?
·
Is it from the teachers or the child?
The
physical and psychological environments of the school may be such that do not
promote orderly behavior. Schools that are too large, impersonal and
competitive lack rules and regulations, and may create conditions not conducive
for meaningful learning. Teacher’s level of intelligence, subject matter
mastery and professional competence may determine the relationship with pupils
and success in behavior may be influenced by the learner’s psychological
disposition which in turn, may have its origin from the home (Eze, 2012, and
Santrock, 2014).
Kounin
(2010) identified specific approaches to keep pupils focused on learning and
reduce the likelihood of classroom disruption. These include:
1. “Wittiness”: Communicating that you know what the pupils are doing
and what is going on in the classroom.
2. Overlapping: Attending to different events simultaneously, without
being totally diverted by a disruption or other activity.
3. Smoothness and momentum in lessons: maintaining a brisk space and
giving continuous activity signals or cues (such as standing near inattentive
pupils or directing questions to potentially disruptive pupils).
4. Group alerting: Involving all the children in recitation tasks and
keeping all pupil’s ”alerted” to the task at hand.
5. Stimulating seatwork: providing seatwork activities that offer
variety and challenge.
The Use of Interactive Instruction
Teachers
should establish a positive, productive learning climate and provide group
participation learning (Durosaro, Shehu and Mohammed, 2012). Here, the class is
viewed as a work group, engaged in a productive academic enterprise. The
teacher often works with the class as a whole particularly when presenting
information or modeling a process. Pupils need to acquire group process and
discussion skills if they are to learn through the interactive process. Pupils
that have been helped to develop these processes and abilities often do better
academically because positive interaction fosters self concept. The most
frequently used classroom group interaction methods are discussion and
questions and answer.
Group
process approach to classroom management is the molding or conglomeration of
learners in order to achieve instructional objective (Lingren, 2016). It
involves the grouping of learners based on social bases. Group process has
goals, bears leadership, made attractive and conditioned by effective
communication. This can be used in the classroom for effective management in
the schools.
Conclusion and Recommendations
This
article provides some hints that teachers can use to maintain discipline to
ensure smooth and effective curriculum delivery in primary schools in
Nigeria.Effective teaching and learning cannot take place in a poorly managed
classroom. If pupils are disorderly and disrespectful and no apparent rules and
procedures guide behavior, chaos becomes the norm. Therefore, managing the
classroom is a responsibility for every teacher. The way a teacher manages his
classroom will dictate the stress he may pass through, his pupil’s achievement,
behavior and the tone of the school. A well-managed classroom provides an
environment in which teaching and learning can flourish.
Educators
also learn need to learn how to maintain classroom discipline through
experience and adapt their basic techniques to the best practices for their
current pupils who might differ substantially from the previous groups. In
addition, school teachers usually work in a collaborative environment so they
can learn how to maintain classroom discipline and best practices on the job.
Disciplinary problems have been listed (Bello, 1981, Arum 2003) as the major
concerns for most teachers. A disciplined classroom requires daily maintenance
and monthly reflection.
In a
nutshell, classroom management strategies for conducting or maintaining
discipline in enhancing management of primary schools in Nigeria can be
summarized thus:
1. Hold and communicate high behavioral expectation;
2. Establish clear rules and procedures and instruct pupils on how to
follow them; giving primary level children and those with low socio-economic
status in particular a great deal of instruction, practice and reminders;
3. Make clear to pupils the consequences of behavior;
4. Enforce classroom rules promptly, consistently, and equitably from
the very first day of school;
5. Work to instill a sense of self-discipline in pupils, devote time
to teaching self-monitoring skills;
6. Maintain a brisk of instructional pace and make smooth transitions
between activities;
7. Monitor classroom activities; give pupils feedback and
reinforcement regarding to their behaviors;
8. Create opportunities for pupils (particularly those with
behavioral problems) to experience success in their learning and social
behavior;
9. Identify pupils who seem to lack a sense of personal efficacy and
work to help them achieve an internal locus of control.
10. Make use of cooperative learning groups as appropriate.
11. Make use of humor, when suitable to stimulate pupils’ interest to
reduce classroom tensions.
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