ABSTRACT
The purpose of this research is to carryout a critical review of the problems of classroom control and management in primary schools {a case study of Ujevwu primary school} Warri.
To make this research a reality, questionnaires were administered to college information, and the information was collected from different places.
The motive behind the research on the problems of classroom control and management among students in schools. Stem from the belief that students of this decade are less disciplined than their predecessor.
This research only seeks to find out factors responsible for the problems of classroom control in schools.
The collected data through questionnaires were analyzed and computed using percentages and the following were seem as the major factors influencing indiscipline in schools.
TABLE OF CONTENT
Chapter one
Introduction
Background of the study
The problems of the study
The significance of the study
Limitation
Scope of study
Definition of terms
Chapter Two
Literature review
Chapter Three
Research methodology
Chapter Four
Analysis of data collection
Chapter Five
Conclusion and recommendation
References
Questionnaire
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
This project attempts to examine the problems of classroom control and management in Ujevwu primary school in Udu Local Government Area of Delta State.
The idea behind description in schools is not put across a point of view about the proper definition of school discipline but to bring together contrasting opinion and attitude so that the reader can be giving the background on which to base his own conclusion.
Barry {1973} regards discipline as one of the most controversial topic in education. It is an area of interest that closely involves many parents and teachers who feel the need to refine school values to take account of changes in the social environment but dare not always sure of the best way to go about the job.
Neils {1990} has defined the discipline as near total freedom to youngsters to find their own philosophy of behaviour and relief or would it be wiser to seek to pressure some or all of the traditional standards as an essential bulwark against the risk of social disruption. The banjo regarded disciplines as the first law in a good school for without it school life cannot fulfill its purpose.
Adeyemo {1991} defined discipline as to control of the children by the teacher as applicable to a teacher of school life. Broadly speaking, it is the training, which produces self-control, orderliness, obedience and power of co-operation in the children.
Farret also regarded discipline as measure by the extent to which children exercise self-control and willing apply themselves to the tasks appointed by their teachers.
Derek {1971} has defined discipline as the highest order of control and imposed by the pupils, rather imposed from outside by the teacher.
Homwens and Popular O. {2005} regarded discipline is usually perceived as the preservation of order and maintenance of control.
These are traditionally the outcomes of control and management techniques, however, we feel that this view of discipline is far too simplistic. Teacher must make on the spots, slit-second decisions and must made spontaneously when management techniques to solve problems that arise in the classroom. Classroom management principles must be understood and developed in light of appropriate and instructional outcomes as determined by teacher-student situation factors. The attitudes that students developed in formal classroom situations are influenced by the classroom management skills of teacher.
In my own opinion and all the authors who had defined disciplines in one way or the other, I therefore add that discipline its self controlled and willing to accept order.