ABSTRACT
The purpose of this research is to carryout a critical review of the problems of classroom control and management in primary schools {a case study of Ujevwu primary school} Warri. To make this research a reality, questionnaires were administered to college information, and the information was collected from different places. The motive behind the research on the problems of classroom control and management among students in schools. Stem from the belief that students of this decade are less disciplined than their predecessor. This research only seeks to find out factors responsible for the problems of classroom control in schools. The collected data through questionnaires were analyzed and computed using percentages and the following were seem as the major factors influencing indiscipline in schools.
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
This project attempts to examine the problems of classroom control and management in Ujevwu primary school in Udu Local Government Area of Delta State. The idea behind description in schools is not put across a point of view about the proper definition of school discipline but to bring together contrasting opinion and attitude so that the reader can be giving the background on which to base his own conclusion. Barry {1973} regards discipline as one of the most controversial topic in education. It is an area of interest that closely involves many parents and teachers who feel the need to refine school values to take account of changes in the social environment but dare not always sure of the best way to go about the job.
Neils {1990} has defined the discipline as near total freedom to youngsters to find their own philosophy of behaviour and relief or would it be wiser to seek to pressure some or all of the traditional standards as an essential bulwark against the risk of social disruption. The banjo regarded disciplines as the first law in a good school for without it school life cannot fulfill its purpose. Adeyemo {1991} defined discipline as to control of the children by the teacher as applicable to a teacher of school life. Broadly speaking, it is the training, which produces self-control, orderliness, obedience and power of co-operation in the children. Farret also regarded discipline as measure by the extent to which children exercise self-control and willing apply themselves to the tasks appointed by their teachers. Derek {1971} has defined discipline as the highest order of control and imposed by the pupils, rather imposed from outside by the teacher.
