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Most educators agree that effective learning involves a variety of cognitive and metacognitive strategies Meece 1994 as well as good discipline and classroom management Whilst not ignoring the value of cognitive and metacognitive strategies for effective learning recent research has stated that discipline and classroom management is probably the most taxing aspect of a teachers role Carey 2003 B Rogers 1997 For some teachers the most difficult task may not be the mastery of the content matter but learning how to deal effectively with children Osborn and Osborn 1989 reported that there were situations when their best lesson plans were lost due to poor classroom management and discipline techniques Misbehaviour can be hurtful it disrupts and disinhibit others learning Discipline problems are a major concern for the teachers in schools Schools encourage and enhance the youths of the society to acquire skills and knowledge that will help them become responsible contributors to society as adults and teachers are the facilitators of this learning process Carey 2003 However better part of the teachers role is to come up with solutions to the pervasive problem of maintaining discipline Discipline is essential if students are going to learn unhampered by hostile disruptions Osborn Osborn 1989 B Rogers 1997 W A Rogers 1991 Smith Laslett 1993 Classroom discipline is harder these days However with effective discipline teachers will be able to deliver the curriculum Teachers will need to step out of their customary role of curriculum delivery and develop skills to manage behaviour problems The single most cause of concern for educators are discipline problems in schools as it affects all aspects of education Crittenden 1991 Smith Laslett 1993 Teachers can face a range of disruptions in any one day or session These disruptions may range from low level variety such as attention seeking tapping and calling out noise at the desk to high level defiance refusal yelling and so on It may be the behaviour
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