allAfrica.com: Mauritius: Student behaviour in our schools (Page 1 of 1)

There is a multiplicity of reasons why students misbehave. One cannot trace any single cause for non-observance of rules in our secondary schools. However, I would like to point out that, in our schools today, there is obviously a departure from the traditional approaches of the past, both of which have their strengths and weaknesses.

The traditional approach was more formal, with a high dose of deference for the teacher. Education then was what we sometimes call "teacher-oriented", and could be termed authoritarian and severe, with a well-established demand for respect and obedience that pupils were expected to observe vis-à-vis the teachers and administrative authorities of the school as well. The modern approach to education is now termed "child-centred" or "pupil-centred".

A gradual shift in aim and objective has taken precedence over the traditional. This new situation is definitely progressive and reflects the desire to allow pupils more opportunity to develop their selves and their sense of creativity and originality, among others. This novel situation, when properly handled and implemented by the educational authorities, can be effective in the development of a nation. It contributes to encouraging students to ask questions and be actively involved in the task of finding out, (which was almost never the case in the past). The pupils are today given opportunities to be more inquisitive and outgoing. Gone are those days when teachers were authoritarian and were the source of ready-made information, dished out for pupils whose role was simply to digest, for later reproduction.

Unfortunately, some of our youngsters appear to have misinterpreted the element of "modernity" in our educational system. They mistake pupil-centeredness for "rights without any sense of responsibility." They feel that it is "they who are in the limelight". As a result of additional circumstances at school, these boys and girls feel that they can even go to the extent of bearing no respect for teachers and other school authorities. They believe that they live in a world of glamour and enjoy a state of pandemonium in and around the school. Many do not even have the least notion of what they come to school for. They think they have the licence to enjoy unlimited freedom at the expense of others, without realising that it is to their own detriment. Hence these students indulge in enjoyment careless of any consequences. Educational authorities consequently begin to realise that "there's something rotten in the State of Denmark", and that it is so tedious to follow the beaten track.

There are obviously so many other reasons to account for the indiscipline of pupils. This may range from the family and environmental background of the students, to the implementation (or absence) of proper disciplinary regulations. I shall only make a brief comment on the latter. There should be a well-established set of internal rules and regulations at school. Most importantly, both teachers and pupils should be conversant with them and see to it that they are observed. Any departure from the established rules and regulations should be immediately sanctioned. The sanctioning is to be done, depending on the seriousness of the offence, either by the class teacher or say a board chaired by the rector, consisting of highly professional members who are capable of and empowered in decision making.

In difficult cases, the board members will then pronounce the nature of the sanction, if so required, to be taken. This approach can work as a deterrent for all students. Whether the sanction should be retributive is for the board to decide. One point is certain: in the light of the level of indiscipline we are experiencing, there should be no place for laxity. The role of parents is also of utmost importance. They have their contribution to give in helping to maintain order. These parents should be clearly aware of their responsibility in the promotion of the right education for their children.

At the same time the whole disciplinary strategy can be incomplete without the introduction of counselling for the school population. The presence of a psychologist is of paramount importance for guidance and proactive decision making. Students and teachers alike should consider it common practice to consult the psychologist. The duty of the psychologist is, not only to deal with breakdown of behaviour, but also to promote healthy behaviour and practice among the school population. In other words, the target is the prevention of indisciplined behaviour. The article on the situation on our schools (l'express 21.09.07) clearly specifies the alarming situation in Mauritius. It is a very dark picture and amounts to a threat to the ministry and even a cry of helplessness from the managers.

I believe that the introduction of an appropriate School Law, as recommended by the Federation, and with the help of the police force, is a laudable proposal. With legal support, provided it is meaningfully implemented, the undesirable misbehaviour will surely be under proper control, if not eliminated. The students may not be intelligent, but we believe they are clever enough to know when the authorities mean business, and that there are limits beyond which they cannot go. It is unfortunate that "the ministry does not react (le ministère est insensible)," and that "either the ministry does not know or does not want to know what's going on (soit le ministère ne sait pas soit il ne veut pas savoir ce qui se passe vraiment)." (l'express 21.09.07). Unbelievable! The legitimacy of the severe warning of the Federation of Managers goes without saying. It is a proposal that can, one believes, lead to positive results.

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