SECRETARY OF EDUCATION AND CULTURE

PEDAGOGICAL CENTER OF THE STATE OF SONORA

NATIONAL PEDAGOGICAL UNIVERSITY
UNIT UPN. 26-C NOGALES, SONORA.

CAUSES AND CONSEQUENCES OF INDISCIPLINE IN SCHOOL

PRIMARY

MARÍA ANTONIETA GONZÁLEZ LÓPEZ

THESIS (MONOGRAPHY) SUBMITTED

TO OBTAIN THE TITLE OF
Bachelor's Degree in Primary Education

H. NOGALES, SONORA, 1997.

 DEDICATION

Thank God

To Tomás my husband, from whom I have always had support and a reason to improve myself.

To Uriel Iván my son, who has been my source of energy.

To my parents, Emiliano + and Ramona.

To my relatives.

To my colleagues.

To those who dignified the UPN.

To my advisors, especially Prof. Sonia Soto L.

 Index

Introduction
Chapter I
Definition of Discipline
A) School discipline
B) Types of Discipline
C) Rules in the classroom group

Chapter II
Concept and Causes that Determine School Indiscipline
A) Influence of society.
B) The media.
C) Influence of groups
D) The role of the teacher within the group's indiscipline
Chapter III
Consequences of School Indiscipline.
A) Disorder in the classroom

B) Repression
C) Reprobation
D) Absenteeism
E) School dropout
Chapter IV
Alternatives to Control Indiscipline in Primary School
A) Functions of the Teacher
B) Functions of the Director
C) Functions of Parents
D) Functions of the Students
E) Functions of the media
Conclusions and suggestions
Bibliography
 Introduction

One of the reasons that motivated me to carry out this work is the problem that
we are living concerning school indiscipline.

It is important to note that there is a diversity of problems that we face in

our educational work, being of vital importance for our teaching practice.

Therefore, I chose the topic that is presented below: 'Causes'

and Consequences of Indiscipline." This is how we set out to select everything
type of bibliography related to the issue itself.

The present work is made up of four chapters that were developed from the
next way:

In the first chapter, the concept of discipline, school discipline, and types of is presented.
discipline and rules in the class group.

Subsequently, chapter two is presented which discusses the concept and causes that
they determine school indiscipline as: group influence and the role of the teacher within
of the group's indiscipline.

In the third chapter, the consequences of school indiscipline are addressed, such as:
disorder in the classroom, repression, absenteeism, failing, and school dropout.

The fourth chapter presents the alternatives to control indiscipline in the

primary school. Here it talks about the functions that should be taken into account for
there should be good discipline. These functions belong to the teacher, the principal, and parents.
students and media.

Finally, the conclusions and suggestions are presented.

 The topic of school discipline has been addressed by various authors who have written
about him with different approaches; but relating it to the quality of education.

Among them, we can mention José Manuel Pineda and Antonio Zamora.1who
they address the topic of school discipline in elementary school and its relationship with quality
from education; selecting two analytical axes:

On one hand, school discipline and on the other hand, the quality of the educational process in the

teaching practice of primary school.

We also mention that the phenomenon of school discipline is one of the

aspects that are strongly manifested in primary school and while being part of the process
teaching-learning significantly influences the results of school work, and
Given the functions of primary school, the disciplinary phenomenon is related
with the formation of the personality and socialization of the students.

Lucía Quesnel2In her research on school discipline, from an approach

Psychoanalytic, tells us that school discipline is always necessarily related
with the imposition of limits, with the rules that must be adhered to in a society and the
mechanisms that educators use to achieve this normativity. The students with the
those who work in this research are the ones who have the greatest difficulties in complying with the

minimum discipline required for a school atmosphere for the teaching process
learning; transgressing any rule imposed by the teacher or the school.

Jean Piaget, biologist3known for his very important research on the

the way in which the child constructs knowledge and the basic ideas that they come to acquire
In order to learn, he has also studied the child's moral criteria.

1
PINEDA, José Manuel and ZAMORA, Antonio. Discipline and quality of education in teaching practice.
Pedagogical Magazine. P. 42
2
QUESNEL, Lucía. The children who misbehave at school. P.139
3
PIAGET, Jean. The moral criterion in the child. P.69
 According to Piaget, this criterion is constructed in a manner similar to knowledge. In his

interaction with others, the child acquires notions of what is normal, for what it is
establishes how it is obeyed and how its violation should be sanctioned.

Piaget made a large number of observations to classify by stages the

development of these notions.

Martha Corestein and others4they mention that among the factors that intervene in the
the quality of the educational process in primary school is related to discipline and with
based on observations made in some class groups allow them to see discipline
schooling as a process that has a differentiated relationship with the various components of
school practice.

For Ángel Bassi, according to Ricardo Nervi,5above the ethical-social conflicts and
those of economic-political roots, the popular school had to assume the role of adapter
required for the insertion of the new behavioral guidelines in the social order provided by
new times.

For Foerster6character education implied moral formation and, with it, the
adoption of a discipline based on tolerance and mutual respect. To achieve this
Objective, nothing better than school work based on the 'cultivation of effort'.

Given the issues that continue to arise currently in primary school

related to indiscipline, I consider it very important to expand my knowledge
About this topic. Therefore, I define and formulate my problem as follows.
Causes and Consequences of Indiscipline.

4
CORESTEIN, Martha. Et. Al. Factors that intervene in the quality of the educational process in the school
primary. P.131
5
NERVI, Ricardo. On Discipline in the School. Educational Journal. P.73
6
Same. P.44
The purposes pursued with this purely documentary research are:

Know some causes and consequences of school indiscipline.

Propose some alternatives to help improve school discipline.

 Chapter I
Definition of Discipline

In the most usual and strict sense, discipline is the set of rules that obligate to
a person to obey another. This obedience can be achieved through fear, desire
to obtain a reward, or habit.
For fear of punishment, the soldier obeys his officers; the reward of the title we
induce to study a career; the custom makes us walk to the right on the sidewalks.
But in a broad sense, discipline implies self-mastery, that is to say, the
voluntary submission to a set of rules, an order or method.

Discipline in schools has been a topic of extensive discussion. In the past, it

I considered that corporal punishment with a paddle or even a whip was the only means of
discipline the students.7

The saying is still remembered: "The letter enters with blood." Today, however, it is
generally accepted that this method is counterproductive and negative and it is considered that
the best discipline is the one that primarily involves persuasion.

Sergio Sánchez,8consider the discipline as a branch of knowledge that encompasses the set
of knowledge in a specific field, grouped systematically. Order and form
from behaviors imposed by laws and rules from the competent authority or
self-imposed, as well as the way of acting in accordance with such laws and rules.

9
According to Genoveva Sastre, it is difficult to characterize or define the concept of discipline, already

that is closely related to psychological, sociological, and

pedagogical-organizational. Indeed, the child manifests in their school life according to their
temperament and character, as well as through the cultural patterns that prevail in their
family and social environment. On the other hand, in the school institution, one encounters a

7
LÓPEZ, Pedro. Et. Al. Illustrated Summit Encyclopedia. P.245
8
SÁNCHEZ, Sergio. Et. Al. P.198
9
SASTRE, Genoveva. Et. Al. Practical Encyclopedia of Pedagogy. P.162
Organizational system to which one must adapt.

This adaptation and gradual integration of social norms and requirements of the
school is one that could be characterized as the primary sense of "discipline" that, by
Therefore, it is closely linked to the individual behavior of students. In this regard
of things appears the main purpose of the discipline as one of the components
essentials of education: to achieve personal maturity of individuals as members of
a society.

A. School Discipline

Regarding school discipline, some view it as a series of customs.

already formed, others understand it as a set of rules of conduct; there are those who
They see it as a simple instrument whose fundamental function is to correct behaviors; and there is

who consider it only as obedience. In this logic of meanings it becomes

reference to the good behavior that individuals must comply with in society.10

School discipline is the most characteristic external manifestation of life in the

school.

Only the aspect of the classes, the attitude in the students, and the way of treatment and
the relationship of children with the teacher expresses already a whole educational concept and they discover

the intimate character and pedagogical orientation of the school.

It is discipline that gives tone to the entire school environment and that most directly
decisively influences the education of children. It is also, as we have said,
most powerful instrument of moral education, of character formation and of
childish will11

10
PINEDA, Ruíz José Manuel. Et. Al. P.38
11
BONFIL, Ma. Guadalupe. Et. Al. Pedagogy, Psychological Bases. P.233
 The set of those norms of behavior, the stimuli and resources that are
they put at stake to achieve them, to contribute to the evolution of the personality of
student and their social adjustment, constitute what is currently known as discipline
school

This is a gradual and progressive transformation process of desirable behavior.

voluntary and rational, independent of external pressures due to authority that
exercise another individuality.

But discipline is something more. It can be the student's willingness to face

a difficulty, the way to face it and try to solve it without harming the partner. The
The only means to achieve such a type of discipline are: clarification, persuasion, the
motivation, engagement, and responsibility in relation to course assignments.12

Specifically, in elementary school we find that discipline is understood

as "good behavior." However, it is necessary to emphasize that obedience is
constituted as the main sign of the disciplined and educated student, the one who obeys a
superior, whether teaching or management, is constituted in the student adopted to the school system.
and therefore, to the social system.

In this sense, by socializing roles and behaviors, the model that is transmitted to the
students leads one to suppose that in order to be good students, one must identify as
disciplined students, obedient children. From the perspective of teachers and
authorities, a student who demonstrates good behavior in the classroom is valued as: "a child
obedient, good, and polite,” “intelligent and esteemed by the adult,” “like a student who
he can be a good professional and a good family man.

Now then, it is important to highlight that when we talk about discipline in the classroom,
it is generally related to and identified with the actions that the teacher performs to
keeping the students in order in order to give their class, thus, discipline is seen as

12
BASURTO, Montoya Elida. School organization. P.123
a practice in itself and not as an element that is part of the teaching process
learning and, therefore, discipline as a teaching resource that enables access to
knowledge.13

In summary, although the school discipline identified as a borderline concept, by being

used to refer to the behavior of subjects, this work aims to go beyond
this conception, when identified as a process, since the disciplinary phenomenon not only
it refers to behavior, but rather to the teaching of norms, attitudes, and values
interrelated with heterogeneous and routine disciplinary practices, forming part of
a disciplinary process, inasmuch as school discipline:

• It has a close relationship with the process of socialization and with fa

formation of the student's personality.
• It plays a fundamental role among the subjects as well as with the contents.
educational.
• It is a dynamic process that has different functions depending on the place it occupies.
in the educational process.

B. Types of Discipline

1. External Discipline. It appeals to coercion, violence, and threats. It is

common, in this case that the quiet students, under coercion, "burst into a
true explosion" when the coercive force is removed.

2. Inner Discipline. It is the result of the modification of behavior,

understanding and awareness of what each person must do. This type of discipline is
the result of persuasion, guidance, and respect for the student.

13
PEDAGOGY
 Inner discipline reflects behavior, which is always the same, near or far.
of the teacher because it lies in good habits.

3. Passive Discipline. It is the way to appreciate discipline in relation to the 'commotion'. In

making a racket in this case is a sign of indiscipline.

Nothing guarantees us, however, that a course in total silence is really

disciplined, what he learned, drinking the knowledge of the master. It is possible and every moment
We are checking that the student in silence is far from the classroom.
doing mischief with the imagination, that is, that this be present only with the body and that
his spirit is far away from there. Consequently, the silence of the class is almost always
Achieved through coercion is not a sure sign of genuine discipline.

4.Active discipline. It is a way of appreciating discipline, no longer for the 'commotion',

but for the work done, for the application, for the interest, and for the integration in
the school task. It is possible that in a realization of such or such class in which
find pledged, with enthusiasm, the teacher and the students, there is not much
silence, but it cannot be said that there is no discipline. On the contrary, it can be
to say that the course is experiencing true discipline, which is what brings together
wills and efforts for the accomplishment of a certain task.14

C. Standards

A norm is a rule, a pattern of measurement or a guideline for action (from Latin normal,
carpenter's square or ruler). Social norms are rules of conduct. The norms
it is that pattern of comparison with which behavior is judged and to which is granted
approval or rejection.15

14
GIUSSEPE, Nerici Imedeo. Towards a Dynamic General Didactics. P.439
15
ROBIN, M. Williams Jr. Standards, concepts. In international encyclopedia of Social Sciences. P.348
 The history of the concept of norm dates back to the point when men began
to record their ideas regarding appropriate behavior. The rules are
they learn in social interaction with other individuals, that is, through the process of socialization.
This means that, by definition, the norms are shared by two or more individuals.

Rules can arise in relation to any aspect of activity and

human experience that comes to be considered important. There are different standards of
moral behavior, which guides direct social interaction.

The rules differ greatly from one another, not only regarding the subject they pertain to,
but also regarding the properties they assume in different societies and in periods
different historicals.

Some rules are very general in knowledge, acceptance, and practice, while
others are characterized by their low acceptance and limited practice. Some standards are
they learn in the early years of life, through the child's identification with the parents or
with other primary agents of socialization, others are acquired in later years, through
social relationships.16

The study of school norms must take into account, first of all, their origin.
The very fact that the class group is organized in the pedagogical field, that is, in
the space in which the function of knowledge operates; implies that a law governs the relationships that

established among peers. To these almost constitutive norms are added the norms
institutional, which affect the status of the teacher and the expected roles of him,
of the students such as: communication systems, allowed or prohibited words,
ways to express their feelings, evaluation or sanction modalities.

To a certain extent, they are included by the teacher, depending on their role that
decide to perform from its own vision against institutional norms. Thus, it is a class
of a traditional type, each student is supposed to work on their own, in a way

16
ROBIN, M. Williams Jr. groups and development. UPN. P.38
competitive (hence the prohibition on copying in an essay); in a class of type
active, where collective evaluation of work, mutual help is 'normal' in
small groups correspond to a norm: the deviation is situated, not at the level of implication or
production in common work. However, it could not establish any system of
specific rules without sufficient consensus among teachers and students.
 Chapter II
Concept and Causes that Determine School Indiscipline

In primary school, obedience is established as the main sign of

a disciplined and educated student, one who has good behavior, one who obeys his
superior, whether teacher or director, is rewarded for their attitude and represents a student
adapted to the school system and integrated into the social system, becoming a model to follow;
in contrast, disobedience, bad behavior, indiscipline, are
serious offenses are considered, and the one who personalizes them is regarded as an infringing subject.

of certain social rules and, consequently, deserves punishment as a corrective measure.17

Indiscipline can be defined as all actions, words, attitudes, gestures and

any behavior that contradicts current disciplinary models in education or...
those who exhibit behaviors against morality, authority, and the order of the institution.

Indiscipline is the violation of school order that leads to disorder.

mockery or the fight inside the classroom. Nonetheless, a student falls into indiscipline due to
a helplessness of family or of the school itself.

Some acts of indiscipline could provide an opportune occasion for the

teachers, directors, will carry out an action precisely with the students that would tend to
foster an awareness of the importance of discipline for life
social and personal of the students themselves.

In educational institutions, the phenomenon of indiscipline can occur in

various degrees of extension, among the most common we find:

17
CHALINE, Antonio. Et. Al. Factors that influence the quality of the educational process in the school.
Primary. P.140
 A) Individual Indiscipline. This type of indiscipline can be divided into:

Occasional or sporadic indiscipline mostly occurs due to the

temporary ailments that students show, due to difficulties, bad
treatments, accompanied by acts of irritation, impatience, aggressiveness, loss of control,
nervousness, inappropriate joking, and antisocial attitudes.

Chronic or persistent indiscipline; it is often the manifestation of

organic abnormalities, psychological imbalances of the student, that we are
presenting a sea of behavior and these manifestations can be in
some cases of nature: Biological, psychological, family or social.

The biological imbalance can be channeled through a medical analysis, which

reveals the failures that the student is experiencing, for the misaligned students and
undisciplined it is important to take the first step which is the thorough medical examination to
after continuing with the pedagogical reorientation plan, we must also take into
it tells us that during a period of childhood we experience many changes through which the student
Sometimes undisciplined children express their protest unconsciously.
for reasons and conditions that do not favor the family or social environment.

Day by day, undisciplined students create a delicate problem, whose

An alternative for your solution should not be sought through outdated means of ridiculous punishments.

public humiliations, these methods would not help at all with a solution today.
positive; let’s go to the skilled educational reorientation where the teacher understands the
student, this way he will be able to overcome the difficulties and problems he currently faces.

B) Indiscipline in groups. Indiscipline in groups can be categorized into a

single class, the way of:
a) Confidential couples
b) Dominant band
c) Rival gangs
 a) Confidential couples. The members of this group are always due to affinity.
characters, since it is almost always made up of two or more people who are friends
inseparables, almost always women, this form is enriched by exchange
friendly, secrets, signs and smiles. Often these couples are a source of irritation
both for groupmates and for teachers.

This type of couples do not show aggressive behaviors. It can be said that
they are negatively moral when the student exhibits obsessive character or dominance
hypocrite of a student and tries to dominate a weak inexperienced student
naive in this case requires skilled but firm intervention from the teachers
responsible ones, who are in charge of undoing this negative friendship.

b) Dominant band. There are students who share common characteristics that
they facilitate communication and the easy way to manipulate a specific group or large ones
masses of people; in the dominant faction, the leader imposes their rules to form their
a group or band of members, who obey him in all his commands; the leader of
the bands often tend to overlook the
current school code.

Feeling supported by the members of his band, he behaves negatively,

he showcases his audacity and aggression, throws surprise punches, these scandals in the group
they pose serious difficulties for teachers in conducting and controlling the class.

It is very noticeable when the gang leader has missed classes; an atmosphere forms.
of tranquility and all the students show interest in the teacher at the moment when
explain a class, so much that the band members themselves participate in some way in those.
moments.

c) Rival gangs. They can often be found in the same class or in two.
groups with open rivalries and propositions that can be assumed as follows
shape.
 Firstly, the antipathy displayed by the leaders becomes evident.
of the bands, which are determined to demonstrate the power that
they exert on the group.
To note with opposing attitudes regarding classes and school,
the studies and the teachers.

C) Collective indiscipline. In these cases, the students, in their vast majority, give
signs of irresponsibility, discourtesy, and disregard for the regulations and
the teachers' orders. In these classes, there are constant discussions between
the students, the common whispering, laughter, verbal assaults and many
sometimes they reach the point of being physical, these aggressive attempts at disorder,
threats of destruction of school and teaching materials, challenges to the authority of
professors are students who are in a state of constant
excitement and reaction.

The mentioned groups reveal a great characterization of immaturity and

inadaptation with regard to the school situation, with the consequent misgovernance in their
attitudes and behavior.

Collective indiscipline tends to take root with great opportunities embedded.

in the different mismatches, disintegration concerning school situations.18

18
MATTOS, Luisa. Compendium of General Didactics. P.332
 A. Causes of Indiscipline

Sometimes the causes of indiscipline are varied and complex. The most obvious ones
They can arise in society; in the school, in the teacher, and in the student.

a) Causes of indiscipline originating from society.

1.- Growing abdication of the family regarding its educational responsibilities.

The family, due to both spouses having to work outside their home and also to
the social or worldly commitments, whose overwhelming increase is transferring little to
little, to other institutions and especially to the school, the responsibility to educate its
children.

It is impressive the discomfort that invades many homes due to the

school holidays or class interruptions due to public holidays or others
reasons. It is important to highlight that the school, by itself, is insufficient for education,
and needs the decisive help of the family.

2.- The unscrupulousness and bad examples of the adults.

The unscrupulousness that dominates man in our days - fortune and quick successes
to 'enjoy life'-, have their malevolent influence on the spirit of the teenager, who
starts to not believe in the honesty of adults and does not take the phrase seriously: 'One must'
strive to become someone.

3.- Negative stimuli.

Society is, at all times, predisposed to offer stimuli for free.
negatives that induce indiscipline. For example; the excessive appeal to the
senses that are carried out through magazines, newspapers, novels, television scenes, are not
models capable of promoting good behavior of students in school.
 4.- Dissemination of hedonistic theories.
The media does not get tired of spreading, and in a very suggestive way,
theory as: sexual enjoyment without commitment, living intensely in the present and not the
social commitments that primarily affect adolescents and young people,
making any form of discipline difficult.

5.- Ideological Radicalization.

Another cause -perhaps previously unknown- is the indiscipline arising from the opposition or
discrepancy. In many students, ideological conceptions develop that lead them
to the conviction that everything is wrong and thus it is necessary to tear everything down and rebuild it

everything in a radical way.

6.- Omission of those responsible for education.

Another factor of indiscipline is the omission that is noticed on the part of many parents.
teachers and directors regarding their duties in this aspect.

b).- Causes of indiscipline in school.

1.- Numerous courses. The numerous courses in schools are usually forty or
more students, which makes it very difficult for a teacher to dedicate themselves appropriately to so many

students at the same time.

Ideally, the courses should not exceed 25 to 30 students. Exceeding that

students in a course, the inadequate facilities of the classroom are added.

2.- Inadequate material facilities. In small classrooms, without lighting or

sufficient ventilation, the environment becomes little less than unbearable, furnished like
It is with old desks, it is truly difficult to maintain discipline. What can be said about the
blackboards, moreover, on which the chalk does not adhere?
 3.- Lack of teaching materials. These deficiencies are also causes of indiscipline.
They require all classes to be theoretical and always illustrated with the same material - in
especially the words - the one that contributes to diminishing interest in schoolwork and turning it into a
monotonous chore.

4.- Poor preparation of the executives. Here lies an important factor in

regarding the discipline and inefficiency of many schools. Directors who lack the
necessary pedagogical preparation and they are not aware of the responsibility inherent to their
cargo; some of them, without conditions to ensure a steady work pace
schoolchildren end up not inspiring confidence in either the teachers or the students.

c).- Causes of teacher indiscipline.

A very high percentage of cases of indiscipline originate from the teacher. They are
many are the circumstances that can lead the teacher to be the cause of disturbance of the
good progress of school work.

1.- Poor course direction. When the teacher does not define the objectives clearly,
rules for the direction of the course, it is logical that disturbances take place
They end up finishing off the class. Who doesn't remember the attitude that students adopt?
When are there jobs to pick up? Teacher, teacher, let me pick them up!

2.- Constant use of the same teaching technique. The constant use of the same
teaching technique turns course assignments into something monotonous and lacking interest,
especially if it is the expository technique.

3.- Poor knowledge of the subject. The teacher who does not master their subject, will
shows insecurity, impatience, and loses control at the slightest question from the students.

4.- Tardiness. Tardiness is a serious factor of indiscipline. Example of

she is the frequency of the classes, at the beginning and the end of them, in the
correction and return of tasks and bimonthly tests, etc. It is necessary to emphasize that the
the lack of immediate initiation of the course work class is an important reason
for the indiscipline since the students talk among themselves.

5.- Misaligned personality. The neurotic teacher is harmful to the students.

In elementary school, the child may inhibit themselves, in middle school, since everything
The teenager suffers from emotional disturbance, it is easy to deduce what may happen, opining
that there should be certain impediments or restrictions in front of neurotic teachers.

6.- Harmful attitudes. We will see a series of attitudes and behaviors.

that greatly harm the normal progress of a class. Some attitudes involve
true symptoms of neurosis, others, meanwhile, can be easily saved over the
based on self-analysis and a little effort to change behavior.

d).- Causes of indiscipline in the student.

There is no doubt that a series of disciplinary violations has its origin in itself
student. The causes can be biological, social, or psychological in nature.

1.- Causes of biological nature.- Certain states of malnutrition, of exhaustion

physical, of parasitosis, of hyperthyroidism, etc. They can lead to manifestations of
emotional instability and inability to handle course work that almost always,
They will result in cases of indiscipline.

Many times, physical defects of the students are the main cause of
disturbance in behavior. These defects can lead to criticism from the
companions, which transmits a state of permanent irritation in them.

2.- Causes of a social nature.- Many times, the undesirable behavior of

The student's situation is rooted in the social level of their family, which can be very high or very low.

Very precarious sociocultural conditions on the part of the student generally create a
conflict between him and the school.
 Very high sociocultural conditions can also lead the student to the
indiscipline, since sometimes, everything the teacher says or does is already known or understood.
by the student, not paying due attention to the ongoing work. Another attitude that
it reverberates in the discipline, it is the way the student is treated at home.

If he is treated with disdain or left to his own devices, it is obvious that the student
will not accept the type of discipline that the school wants to impose on her. If, on the contrary, it is
treaty in the house with excessive care, it is logical to think that the professor either pursues or
he holds a grudge against him for the slightest restrictions he imposes.

3.- Psychological causes.- The causes of indiscipline of a psychological nature are

various. Among them, the mental deficiency and the impulsive tendency must be emphasized.
adolescence, and certain personality traits, all intertwined with flaws
inherent to the same education.19

A. Influence of society

Depending on the society in question, this complex process of control-

socialization entails a certain type of values, norms, attitudes, and frameworks
thoughts that are instilled, so that the subjects inter-analyze them, through,
habitus, and through them, individuals are sought to be made aware of the different
arrangements of society; which take on special meaning in the different roles that (the
subject) must perform.

One could think that in school the teaching of norms, attitudes, values and
thinking schemes, it relates to and responds exclusively with those
meanings of society and the current culture.20

19
GIUSSEPPE, Nerici., Imedeo. Towards a Dynamic Didactics.
20
CORENSTEIN, Martha. Et. Al. Factors that intervene in the quality of the process in primary school.
P.133.
 Many causes of indiscipline influence society, which, already
mentioned in the previous chapter.

B. The Media

One of the most important aspects that contribute to harming children's behavior
they are formed by the media in all aspects referring notably to the
press, television, radio, magazines, and cinema.

It is understood that these means of communication should really be

cultural and educational, it is sadly observed that in most of these media
they help students to make commitments and without fear of failing, to push them to the
delinquency, drug addiction, prostitution, etc., without fear of punishment.

In some places, you can see adults-only signs, these signs are
formed by dead letters, since the largest audience is made up of children and the
youths of both sexes.

The media influences the indiscipline of school work where

the student is contaminated with propaganda and messages that make him act
indisciplinately in the classroom, being the radio or television through songs or
movies that carry the message of violence, drugs, insults, intentional sex, etc.
the student being the main victim of these messages.

From television, the student interprets in a violent and consumerist way the majority
part of which, of the programs that currently have the opportunity to live are those that
they have themes of violence, drug trafficking, revenge, hate, evil; death, sex that everyone
they stick very well in the child's mind.
 The advertising and the offer that is announced on television influence the
behavior of the student as they consume and acquire harmful products for the
health that is announced. The indiscipline that takes place in educational institutions
it largely originates from television, spending a lot of time on it
children in front of this medium of communication.

The press has a smaller share in the indiscipline, a cause.

it would be the constant violence announced by this media outlet. Currently
we can realize that sound methods and devices are used to make known the
news mainly about violence, robberies, murders, rapes, drugs, drug trafficking and
demás.

C. Influence of Groups

A group is a social unit composed of a number of individuals who possess

a status and stable mutual relationships to a certain extent at a moment
determined and has a set of values or norms that regulate its behavior, therefore
less in matters of importance to the group. The essential elements in the process of
The formation of groups is as follows:

1.- A motivating base that generates repeated interaction.

The formation of an organization (structure) constituted by roles and statuses.
3.- The formation of rules, traditions, values, and norms.
4.-The differential effects of group properties on attitude and behavior of
those who participate in it.

The necessary requirement for a group to form is that the people have the
opportunity to discover over a certain period of time the concerns that
they have in common with other people and to act according to them.
 The common reason or reasons that led to the first contacts may be
one or several of those found in every society: for example, hunger, the desire for
to be esteemed or to have influence, fear, or anxiety in the face of a threat. These
motives can be culturally defined, such as the desire to have
material possessions or to gain prestige through certain activities, the desire to
to achieve certain political objectives, etc.

Formation of group norms

As the structure of a group begins to take shape, its members start to

they prefer a certain way of carrying out their important activities. They may adopt a name
for the group.

They establish criteria on how they should and should not behave with each other and with
the strangers; "Norma" is a general term used to designate the results of interaction
that produce regularities among the members of the group. In every group, a certain amount is allowed.

margin within which individuals can move. A norm indicates the margin that
the members consider socially desirable or acceptable and the margin of what they condemn.

Every norm, therefore, is an evaluative scale (measuring stick) that indicates to each
member the breadth of acceptance and the breadth of condemnation as an instrument of
regulation of their behavior on matters of importance to the group. Not all behavior
social is regulated by clear and precise norms, especially when the groups are in
training.21

Nowadays, the environment surrounding the school has a high rate of vandalism and
gang violence, it is where children are developing, which is worthy of alarm, both
for authorities as well as for public opinion in most countries, in which it is
very general the activity of groups of children that in turn come together forming
gangs, little doves, etc., such groups adopt peculiar names according to the environment in which they

21
SHERIF, Musater and Carolina. Groups and Development. UPN. P.29
they are found, most are characterized by their attitudes of aggression and spirit
combative. It can be said with certainty that these groups have always existed.

Distinct sweeping groups, especially extreme colonies, are characterized by

the constant more or less violent struggles, having an influence on the indiscipline that
is manifested in each of the schools, as some of the leaders or members of
These groups are the students of the same.

The social factors of the community contribute to the disorganization of the student.
as well as to the counter aggression and delinquency of the same. Being aggression an expression
of the student to acquire independence and free themselves from adult domination, which is
It manifests in many acts of behavior, one of which is the incorporation of groups,
gangs, comrades, and others.

It has been observed that the overly aggressive student is openly hostile towards the
society, their schoolwork is mediocre, they refuse to adapt to social demands and with
frequency unloads its hostility through the destruction of property, it does not usually
to adapt to group mates and blame society for their mistakes.

The Family Core

The home has always been recognized as the basic unit within which one
develops the student.

This unit, which is the main source of socialization, teaches the student how to
it works a society and develops the patterns of behavior that allow it to function
affective way in that society: Many of the values, attitudes, or interests that are part
the behavior of the student had its beginnings and often crystallized into
through the early influence of home and family.
 The family to which the student belongs is the most important determinant of their
conduct and the various norms that will guide her through life are established in the
home.

When the family has a home where harmony, peace, and

tranquility, personalities of each child are formed in a normal and healthy way,
but we have the family with modern characteristics to extremes where adventures are lived
casual sexual encounters without responsibilities, where children are not planned and are
simply fertilized in a moment of satisfaction, when the parents set aside
to the children to devote themselves to business and problems, here we find a home
destroyed by minor offenders.

The continuous abandonment of families of their educational responsibility and the continuous
Lack of interest does not provide the proper support to the school.

In the factor of morality that is important for educational action in the new
generations, the family continuously disrupts the positive action that is intended.
encouraging from the educational staff, thus obtaining the denial of support and
collaboration also to this action.
 Chapter III
Consequences of School Indiscipline.

Disorder in the classroom

One of the main consequences that indiscipline brings is disorder.

that is manifested in the classroom.

The undisciplined students promote through their infractions, games, teasing,

silliness, that their classmates stop paying necessary attention to the teacher and join
to the unruly group.

Indiscipline is a real and frequent problem in the classroom. It is serious.

concern of the majority of teachers, especially those who are in the
start of their career and do not constitute problems exclusive to the ineffective teacher or
misfit.

The student's behavior should be prohibited, punished, and prevented mainly.

because it interferes with learning, in the classroom and not because it displeases or seems
threatening.
Speaking about punishment we can say the following:

Punishment works by suppressing the undesirable behavior often in a striking manner.

immediate in the determined situation; however, its long-term effect is very
questionable.

Punishment allows for at least two variations: to remove a stimulus that is pleasant for the
individual or manage an uncomfortable stimulus that causes aversion. There were many
problems associated with punishment. The main one is that through punishment no learning occurs.
no new and acceptable answer. Indicate only what should be done and what it is for some.
Punishment for others is a reward.
 In the educational relationship, the supposed need to apply punishment, 'in order to
an essential good relationship between educator and student, it is advisable that the application of punishment

it is carried out objectively and is not a means of revenge or compensation, therefore

It is beneficial, once applied, to maintain or recover a good personal relationship.22

Repression

The teacher, in his effort to control the school indiscipline exhibited by the students
makes use of repression that consists of the use of scolding, punishments, which harm
physically and psychologically to the student.

For there to be reprimand, it is not necessary for physical punishment to exist, but also
one that would be in the interests and sensitivities of the student.

A good teacher must know and understand everything that interests the student,
therefore, their daily work in the classroom must be directed towards it. Repression creates
automaton students, who carry out their daily school activities out of fear that the
Professor reprimands them.

Repression

It is the consequence of the student's inability to achieve a goal or program.

determined, from the abandonment of study and from his mental laziness.

The undisciplined student has a high failure rate since their interests
they are focused on individual satisfaction, one must do what they like even if this is
a lack of classroom disciplinary rules.

Reprobation is one of the most serious consequences of a student being

undisciplined, and it is for this reason that the teacher along with the parent has the task of

22
MARTÍNEZ, Emiliano. Learning Theories. UPN. P.15
show the right path to students and children.

There are students who are undisciplined but have an academic level.
acceptable, this is where the teacher's role is important, failure should not be a
the professor's exit, but rather the opposite, he must seek a solution to this problem, to
prevent this from happening.

Mexico is a country that has a considerable level of low academic performance.

bringing about disapproval, many students do not finish
his studies either for one reason or another.

Absenteeism

It is one of the factors that most frequently occurs in the educational process.
also one of the most serious.

It is the climax, the conclusion of the various problems that the student
confrontation during the time spent studying, dropout is the definitive abandonment
of their studies.
Indiscipline results in many of these undisciplined students
they drop out of their studies whether at the primary, secondary level, etc. Finding these a
refuge at their tastes in another place other than school, the reprimand from the
parents and teachers cause the student not to attend permanently to the
conclusion of your studies.

Other causes that lead to school dropout are the high number of subjects.
failed, mainly in Spanish and Mathematics, intransigence or inflexibility of
teacher, the economic situation, lack of incentives for studying, irresponsibility of the
parents and maladjustment to the school environment.23

23
GAMEZ, Jorge. Aguilar, Guadalupe. School Dropout in Primary Education. UPN Journal. P.40
 Chapter IV
Alternatives to Control Indiscipline in School

A) Functions of the Teacher.

We include below some alternatives that can contribute to the good

maintenance of the school discipline necessary for school work to have a
normal march, to create an atmosphere of seriousness, spontaneity, and trust, so that
necessary in a classroom.

These rules are simple suggestions, as specific cases require, on the part
from the teacher, a constant effort of understanding and acceptance, so that their action adjusts
to the reality that must be faced:

Plan your work. Do not rely too much on improvisation.

2. Consider your students as human beings who need help from the
professor.
3. Try to keep the students busy, because nothing causes as much
indiscipline as the fact of having nothing to do.
4. Avoid dedicating yourself to one student separately, as the rest of the group
he will be left to himself.
5. Avoid privileges in the course. These undermine the teacher's authority.
rest of the class. In addition, the school must be a center of combat against the
privileged.
6. Avoid being overly strict in monitoring the class, in the tests.
partials, bi-monthly, etc. One should not boast of rigor. When it is given
If acting correctively, do so with naturalness and confidence.
7. Avoid bringing strange matters to the class.
8. Avoid openly and ostentatiously expressing your preferences.
political or religious.
9. Prevent rival student groups from forming.
10. Make sure to be aware of the specific problems of your students in order to
to be able to assist and/or guide them when it is essential.
11. Propose to give some things to your students. This is the best way to
then be able to ask and be attended to.
12. Approach your students in a friendly manner, inside and outside the classroom.
13. Respect the way of being of each student, guiding them when necessary.
case, towards forms of social acceptance.
14. In the case of issuing warnings, let them be firm, but never
transcend the line of 'self-love', and be, as much as possible, applied in
private.
15. Distribute the jobs according to preferences, possibilities, and
skills of their students.
16. Ensure to maintain a friendly environment in classes.
17. Try to be consistent and do not attempt to justify some inconsistencies.
18. If a sanction were to be applied, it must be maintained and fulfilled, unless
that there is a 'serious error' on their part, which justifies the change in attitude.
19. One should not act in moments of anger and loss of control.

20. One should not punish without clearly explaining why.

21. Avoid threats that you cannot fulfill.
22. Try to focus on the course leaders so that they will collaborate in the
group discipline.
23. You should reflect on the possible development of school activities, to
to prevent possible mismatches.
Be generous in stimuli and recognitions.
25. Try to address individual differences, both in school work
as in personal relationships with students.
26. Instead of always asking for this or that, such or such work, try to give something to
his students.
27. Avoid mocking and sarcastic activities.
28. Avoid sanctioning the entire group of students due to the behavior of one.
alone.
 Be sincere and frank with your students.
30. But above all, plan the school activities well,
seeking to provide them with objectivity, adequacy, and functionality.

The functions of the teacher are variable, depending on the character of the school group.
or of its organizational nature. Sometimes it acts as a leader, appoints team leaders and
those responsible for the different jobs, exercising their control and oversight. Others in
change, delegating all responsibility, leaving their students with full responsibility for
his/her decisions.

The teacher can also make use of the following models to promote and
maintain good discipline.
A) Disciplinary Committee. A council made up of students to give a meaning
general and broad to the school discipline. This will be presided over by the outstanding students.

B) Good Conduct Awards. As motivation to strive voluntarily.

to maintain good behavior, the institution can award prizes that are given to
students with exemplary behavior.

C) School Orientation. The student whose behavior threatens the discipline in

classes, it is a subject who suffers a certain disturbance that can be characterological
of a family nature, it is necessary to seek the solution.

B) Functions of the Director

They would achieve nothing with high efforts to obtain discipline in the school environment unless

the school management will be committed to this task.

It is regrettable the attitude of many directors who place the burden on the shoulders of the
The teacher's job is all work, also for other administrators who watch impassively while working.
demolition of discipline by the students as if there were a unity among
both. No less painful is the attitude of the directors who unconditionally support
any arbitrary measure that has been adopted by any member of the teaching staff.

It is therefore essential that the management is concerned about discipline. In addition, it is necessary

that the administration and the teaching staff join that task.

Discipline, of course, should not be merely an imposition, nor an element of

coercion that curtails the freedom of students, on the contrary, must be based on the
individual recognition for life to be orderly and productive.

Surveys should be conducted among students and teachers with a view to

locate the reasons for indiscipline throughout school life, in order to eliminate them
adequately.

On the other hand, it would be beneficial to hold honest talks with various
school groups aimed at improving the school.

Some alternatives that the school administration can implement are:

a. The formation of groups with the appropriate number of students so that the
teachers can dedicate the appropriate attention to each of them.

b. Classification of teachers who have demonstrated their skills to work with

a constructive way.

c. Request specialized staff to help the teacher solve problems

special ones within the school.

d. Require support from parents to provide solutions to the various

problems.
 C) Functions of Parents

The conduct of the parents with their children determines

considerably the behavior of these, the parents have the obligation to show and teach
the rules of family discipline, so that children act disciplinarily outside of
home

The parent-child relationship should never be disconnected; it must

There should be full trust among family members, as this will bring harmony and
the good relationship between both.
Parents should regularly attend schools to stay informed about what.
that your child does or stops doing.

Parents and teachers need to have an important social relationship since they are the ones
two of the main guides for the students, the attitudes that depend largely on them
take.

D) Functions of the Student

The undisciplined student has various causes for their behavior since the
own home to the different media.

At school, the student behaves indisciplinarily because this makes him feel good with
his own self and sometimes with others.

It is the student's responsibility to reflect and pay attention to requests that both their

Parents, teachers, and friends encourage him so that his negative behavior changes positively.
Actively participate in the schoolwork that the teacher tells you.

On many occasions, as we mentioned earlier, the problem of

indiscipline stems from a psychological cause, and it is in these cases that the most is required
help from all those surrounding the student, identifying their causes and solving them.

The growth stage of the student sometimes causes them to behave

aggressive, furious, and everything seems wrong to him. The student must adhere to various rules.
disciplinary practices that prevail both in the classroom and in the school.

The satisfaction of the whims of the students should be avoided to the fullest extent.
since it causes indiscipline to prevail in the classroom.

E) Functions of the Media

The alienating campaigns undertaken by the mass media,

setting aside their communication and information work, they have influenced greatly
for people of all ages to dedicate large spaces of their time to
to observe and capture everything that is given to them, thus leaving in the case that concerns us, that the

students divert their attention more to that type of activities with the consequence of
to become imitators of idols forged by the media, which come to an end
with all the positive aspects that these media can give us.

The media would significantly help the behavior of students.

they will carry out the following:

a. Programming more scientific and cultural events, within reach

cognitive of our students.

b. Developing nationalist promotions, taking advantage of

knowledge and ingenuity of the students.

c. Developing quality commercials in terms of intellectual content.

 Conclusions and Suggestions

According to the study conducted on discipline, we realize that the

discipline is one of the most relevant and important aspects today, as it is
one of the most acute problems we face in the teaching-learning process
and that considerably influences school work.

Within school discipline, the most influential factors are personality and socialization.
of the students with their environment, which can be: the family, the school, the society;
the media, etc.

In order for there to be good discipline, a series of rules must be carried out.
rules, attitudes or laws, this entire set of norms and laws that come into play is
to contribute to the evolution of the student's personality and social adjustment
they constitute what is known today as school discipline.

To achieve such a type of discipline, one must take motivation into account.
responsibility regarding the work carried out during the course.

It is also said that school discipline is understood as good behavior.

student and this is when it is necessary to evaluate and reward the best students.

In order for there to be proper discipline, there must be very good...

organization that we can characterize as follows, managing the division of
powers.

Legislative. The assembly is responsible for drafting the school regulations.

Executive. Composed of a president and an advisory body that are the

in charge of assigning duties and demanding responsibilities.
 Judicial. Special committee with authority to sanction.

The functions of the teacher are variable, depending on their character or nature.
organizational. Sometimes acts as a leader, designates team leaders and the
responsible for the various jobs exercising their control and oversight. Others on the other hand
they delegate all responsibility to the executive committee, leaving students with full
responsibility for their decisions.

In addition to the general aspects mentioned, the teacher can rely on the
following means to establish good discipline.

Careful planning of activity in the classrooms.

2. Procedures in the classrooms that evoke interest and include exposure and,
as a complement to what has been studied, facts, illustrations, and other materials

new for the students.

3. Balance and self-control on the part of the teacher in the face of the lack of
attention, the nascent disorder, the minor infractions of order and the
discouragement due to lack of class preparation.
4. Active and interested participation by the child.
5. Accurate examples of treatment and respect for the child's personality.
6. Careful preparation of the work to be done in class and a good level of
knowledge on the part of the teacher.
7. Avoid sarcasm and humiliation of the students.
8. Refrain from pedantic remarks about behavior and attention.
9. Uniformity of disposition and response to misconduct in
details of little importance.
10. Facilitate activities that place learners in the role of actor and of
participant, both as a student or reciter.
11. A friendly and reasonable attitude towards students' questions and
tendency to divert the discussion towards related topics not included
especially in the lesson.
 A good sense of humor.
Development of the qualities of the individual or the group, better than
imposing arbitrary rules and regulations.

Regarding indiscipline, one of the primary factors for it can be

particular way the material conditions of the school (school building, furniture,
educational material); others for the personal elements (learner, educator, and community
(school).

The classroom is perhaps one of the material factors that most influences achievement.
maintenance of discipline. In general; a minimum of comfort is required:
ventilation, lighting, and space for students to maintain a certain order.

For example, consider the consequences of a poor alignment of

furniture in relation to the blackboard, the students' seating in blind spots of the classroom
or in excessively distant places, it translates into a difficulty in following the
explanations about waxing, which determines in them habits of inhibition or
attention deviations that, solidifying over time, are causes of
an undisciplined behavior.

The lack of space to perform tasks, when these take place at communal tables,
can determine interference among students and be a cause of tensions and disputes,
It is also important to meticulously take care of ventilation and lighting.

Another aspect would be the lack of succession in the activities, which is generally another.
due to the bewilderment shown by the schoolgirls, and even by the teacher himself,
when at the end of a specific task they face the problem of continuity. It is
well, it is equally necessary for the student to know the sequence of these activities, in order to
that by accepting them and getting used to them, surprises that provoke the
disorder.
 What we need is a family and school discipline that is a learning of the
freedom, this is..., not just learning to obey, but learning to conduct oneself. The
Learning freedom is often the most difficult not only for the student but for the
man in general.

The problem of discipline is ultimately resolved, not in a code of

precepts but in the culture of the teacher, in their understanding and sensitivity to the human.
In practice, a different thing usually happens; discipline is seemingly maintained, from here
it comes from the need for the teacher to live a constant renewal in their culture and a
thorough review of their pedagogical criteria.

In addition, within the disciplinary adaptation, we must take into account the following:

1. Study of the child individually; their temperament and previous history

disciplinary, their inclinations, their adaptation in school, friends and home, their
family background, including the opportunities available to
study.
2. Adapt the treatment of the child, not simply to the lack of having in mind that
it is his developing personality with his special needs and condition, no
try to establish common treatments for types of school behavior.
3. First of all, try to maintain the trust and good disposition of each child.
You must believe in the teacher as someone who understands you, who is fair, who cares.
for him and firmly refuses any abuse.

Always remember that not a day or an hour goes by without one or more students
they open in an unpleasant way. He is not ready to be offended or to feel unsettled or
too "observant", learning to react to small faults with some sense
of humor. Always try to understand when facing bad behavior.
What the student does is. To search for the reasons behind the superficial. There are few.
children of incurable or uncorrectable nature.
 Establishing and maintaining appropriate discipline is more than just serving oneself
rules and knowing how to apply them.

Use non-threatening techniques whenever possible.

Orders to maintain control must be clear; students must
to know both the deviant and the deviation and the correct behavior that must
to follow.
Increase firmness by changing the tone of voice, approaching the deviant.
watching him closely until he obeys.
Determine who the leaders of the class are.
Study these prestigious figures.
Use control techniques that incline the leaders towards obedience.
If the techniques are successful with any of the leaders, it will be possible to obtain
a more effective mastery over the whole class.
The teacher's mastery over the class will be more effective as long as
make the studied topic more interesting.
The teacher must stimulate acceptable behavior in the classroom and ensure that it is.
consider it useful.

If the teacher suspects that most of their discipline problems

are due to their own emotions or their own emotional maladjustment, their first
concern should be mental health.

Increase the repertoire of techniques. A part of mastering misconduct.

It consists of using the appropriate technique at the right moment.

Get to know the class leaders well. If it were possible to know each student well,
discipline problems will decrease significantly, because it is important to know that
elements are stimulating for a student in order to reward their good
behavior.

Increase clarity and firmness. One of the simplest ways to increase the
efficiency of the control techniques consists in consciously participating to implement them
clearer and firmer.

Add interest to the work. If the teacher feels interested in the subject they teach, there will be

taken a huge step in this direction. Maintaining classroom control can be a

a very difficult problem for teachers who do not like their job.

Prepare well the topics that need to be taught. Knowledge is a force.

important to effectively control misconduct. If students notice that the
The professor has a deep knowledge and understanding of all the topics that must be covered.
study, the problems of discipline control will decrease.

The end of all intelligent discipline is neither perfect order nor respect for the whole class,
not the freedom to do what they want; rather, it is about guiding students to do the
that they should, without too much pressure, and keeping an eye on the probable effects on
long term on the individual.
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