1. (a) Discuss how student’s problems in primary/secondary schools are different to than they were 10 years ago.
Nowadays students are quite different from the past 10 years. They were more self esteem and would like to be more independent as they think they are quite mature even though they aren’t. Physically yes they are big enough to be a man or woman but Psychology no. Comparing to those in the past 10 years they are quite obedient and ready to listen to others that are older than themselves. Focusing to the secondary students rather than the primary students, these secondary students face a lot of challenges in their lives with socio, cultures, music and even psychology. Talking about socio depending on where they are born and live. Most of the students who are making mistakes in their lives are those who are living in a poor socio economy family. These children would like to have everything like those rich people and would like to be as one. But when they look upon their background they feel they had to change and when they had set their mind about it problems like stealing and even robbing accrued. They the children would do anything without thinking the consequences of what will happen with their act. That’s why we the grown up should be trying something to make lives of these children wouldn’t be a waste. These children need more attention when they talked to the grownups. It was once said by Parsona (1964) that the home is a factory that produces personal human. If parents fail to "process" their children at the plant, then the result is kids immorality. Ivor Morrish (1975) also add to the family say that supervision is not far enough to impose some rules that should be followed only. Parents should help kids to be eligible to enter their communities. Situations and circumstances in the family may indeed influence the emotional development of pupils. When the structure of a family who suffered fracture, the child will suffer emotional tension and feel insecure. The studies Sandstorm (1968), Maslow, Combs, Kelly and Rogers (1962), and the Bee (1975) shows that feelings of tension will be the magic as acts of reconciliation done at home and in school. Poverty and lack of facilities at home is also a source of discipline problems students. Hussein Mahmood (1980) found that the major problems faced by the students are problems associated with home and family. This in turn is related to self-discipline and possible problems with psychological problems. Studies Harbans Kaur (1982) and K. Kandiah (1982) on 'Jevenile Delinquency' confirms the above. Found many of perpetrators, the perpetrators came from home stairs lacking. Jacob study Hj. Yusof (1977) showed that 50% of pupils who are absent are students facing many distractions of daily living, and when to feel isolated at school, they will find a way out a way to get away from school.
(b) Also identify what factors could be contributing to these changes.
Duke (1980) states that every individual is responsible for the conduct of own. Pupils are likely to be disciplined not to conform with the requirements of themselves without any influence from the outside, which is what's known as "the Potential Influence of the student's free will”. They may also violate school regulations while studying or playing because they do not realize that they have violated the act. This is to be an important factor in the case of pupils perform acts of indiscipline. There are also rules violations committed by the students have emotional problems. Types of children are called 'neurotic' or 'psychotic', and according to Despert (1965) can be identified with his evil style, always make one, fight, default, can not be formed and unstable. Weaknesses in terms of mental development can also lead to violations in school. Weak pupils learn and failed repeatedly in examinations, will feel frustrated and lose interest in learning. By Rabven (1977) when pupils are not...
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