THE FACTORS AFFECTING STUDENTS MISBEHAVIOUR IN SCHOOL

Research questions. 1. What is the type of students misbehaviour in school? 2. What are the factors affecting to students misbehaviour? 3. How to overcome students misbehaviour in school?

Research objectives. 1. To examine the type of students misbehaviour in school. 2. To examine factors affecting to students misbehaviour. 3. To examine the ways to overcome students misbehaviour in school.

1. Not respecting teachers, parents and others.

2. Breaking school rules.

smoking, truancy / skip classes

3. Vandalisme. Maksud Gejala memusnahkan kemudahan awam terutama tandas dan pondok telefon. Punca-punca?

Kurangnya kesedaran sivik masyarakat terutama dalam kalangan remaja . Pengaruh rakan untuk memusnahkan kemudahan awam sebagai tanda menjadi ahli kumpulan. Kurangnya pengawasan pihak berkuasa terhadap kemudahan awam ini. Remaja tidak mempunyai apa-apa untuk dilakukan

4. Bullying

What is bullying? A broad definition of bullying is when a student is repeatedly exposed to negative actions on other students. These negative actions can take the

form of physical contact, verbal abuse, or making faces and rude gestures. Spreading rumours and excluding the victim from a group are also common forms of bullying. In simpler words, bullying is unwanted, aggressive behaviour among school aged children that involves a real or perceived power imbalance. The behaviour is repeated, or has the potential to be repeated, over time. Both kids who are bullied and who bully others may have serious, lasting problems. In order to be considered bullying, the behaviour must be aggressive and include: An Imbalance of Power: Kids who bully use their power, such as physical strength, access to embarrassing information, or popularity to control or harm others. Power imbalances can change over time and in different situations, even if they involve the same people. Repetition: Bullying behaviours happen more than once or have the potential to happen more than once. Bullying can be divided into at least 3 categories. Those are physical bullying, emotional bullying and also verbal bullying.

Factors that causes bullying in school

Family factors: The frequency and severity of bullying is related to the amount of

adult supervision that children receivebullying behaviour is reinforced when it has no or inconsistent consequences. Additionally, children who observe parents and siblings exhibiting bullying behaviour, or who are themselves victims, are likely to develop bullying behaviours. When children receive negative messages or physical punishment at home, they tend to develop negative self-concepts and expectations, and may therefore attack before they are attackedbullying others gives them a sense of power and importance.
School factors: Because school personnel often ignore bullying, children can be

reinforced for intimidating others. Bullying also thrives in an environment where students are more likely to receive negative feedback and negative attention than in a positive school climate that fosters respect and sets high standards for interpersonal behaviour.
Peer group factors: Children may interact in a school or neighbourhood peer group

that advocates, supports, or promotes bullying behaviour. Some children may bully peers in an effort to fit in, even though they may be uncomfortable with the behaviour.

There are several common assumptions about the causes of bullying for which there is no supporting evidence. These include claims that bullying is a consequence of large class or school sizes, or of the competition for grades and other pressures that school generates. Another common assumption is that under a tough surface bullies, in fact, suffer from poor self-esteem and insecurity. These views are no more accurate than the stereotype that students who are fat, weirdly looking and wear glasses are particularly likely to become victims of bullying. In reality, other factors are more important. Certain personality characteristics and typical response patterns, combined with the level of physical strength or weakness in the case of boys, can help to explain the development of bullying problems in individual students. At the same time, environmental influences, such as teachers attitudes, behaviour and supervisory procedures play a crucial role in determining the extent to which these problems will manifest themselves in a classroom or a school.

Among the bullies were lacking on appreciation of religious values and therefore willing to involve in the case of bullying. They are willing to do so just to get the attention of others and show strength to others. They increasingly lack of human values. In addition, parents who lack love and affection and caring to the children also become the sources of this bullying. Parents who are always busy looking for money and materialistic attitude has neglected their responsibilities to their children. In addition, students are still only a newbie and easily influenced by peers action. If his friends are bullies, students will also sway his act to be accepted by the members of the group. Lack of supervision in school is also a source for providing opportunities for students who wish to carry out bullying on other students. The basic message is clear: bullying is a large problem in schools, but with a suitable intervention programme, it is possible to considerably reduce it. An effective antibullying programme can be implemented relatively easily and without major cost; it is primarily a question of changing attitudes, knowledge, behaviour and routines in school life. Make sure an adult knows what is happening to their children. Enforce anti bully laws. Make it clear that bullying is never acceptable.
Recognize that bullying can occur at all levels within the hierarchy of the school

including adults. Hold a school conference day or forum devoted to bully/victim problems. Increase adult supervision in the yard, halls and washrooms more vigilantly. Emphasize caring, respect and safety. Emphasize consequences of hurting others.
Enforce consistent and immediate consequences for aggressive behaviours.

Improve communication among school administrators, teachers, parents and students. Have a school problem box where kids can report problems, concerns and offer suggestions. Teach cooperative learning activities. Help bullies with anger control and the development of empathy.

Encourage positive peer relations. Offer a variety of extracurricular activities which appeal to a range of interests Teach your child to defend him/herself verbally. Fighting back physically may land the bullied in school trouble or even legal trouble.[29] Keep in mind the range of possible causes: e.g., medical, psychiatric, psychological, developmental, family problems, etc. If problems continue in your school, press harassment charges against the family of the person who is bullying you. Adjust teacher preparation programs to include appropriate bullying interventions to use in their classroom.

Factors that contribute to misbehaviour include the following: 1. No interest in studies 2. Peer group influence, especially from drop-outs 3. Lack of personal drive and initiative. Students who cannot cope academically do not make any attempt to seek help from the teachers 4. Low academic achievements lead to low self-esteem. Students lose interest in school work and begin to create all kind of mischief 5. Lack of ambitions. Students attend school only because they are forced to 6. Unhappy family background. Students come from broken homes or homes that are not harmonious

7. No counselling. Students were punished but did not go through counselling to help them realize their mistakes 8. Poor teaching techniques which fail to arouse students interest 9. Poor teacher-student relationship 10. Poor classroom management and communication 11. Negative attitude of some teachers towards their students 12. Teachers use of sarcasm 13. Authoritarian disciplinary procedures 14. Ineffective punishment practices

Steps to overcome misbehaviour in school Creating and sustaining a healthier social climate in schools and other youth-centered environments
Building collective commitment among educators, parents, service providers and

other key stakeholders to address the problem of misbehaviour Implementing prevention/intervention strategies that have been shown to yield tangible, lasting benefits for individuals, families, schools and communities
Involving young people as active allies and advocates in bullying and misbehaviour

prevention efforts and Developing cultural competency strategies, skills and programs that are inclusive and enhance communication and relationship building.