Schools in the modern world are not only sources of knowledge, but allow you to develop important character traits. Courtesy is one of the main points in the learning process. Neglect of it can affect academic performance and the effectiveness of classroom management. Student misbehavior can be encountered in any classroom and at any stage of learning. However, the neglect of politeness leads to a deterioration in the classroom environment and discomfort to other students.
One example of disrespectful behavior of students is their interaction with the teacher. They may ask irrelevant questions that are not related to the topic of the lesson or engage in open confrontation (Altuwairqi et al., 2021). Some of them allow themselves inexcusable jokes or remarks towards the teacher, which puts the latter in an amateurish position among the whole class. Other pupils tend to laugh at this or adopt the behavior of the dysfunctional students. Thus, general discipline is undermined and the teacher cannot continue the lesson.
In addition, an example of such a neglect of politeness affects not only the lecture itself, but affects interpersonal relationships and a person’s self-esteem. For the teacher, this becomes a major problem, as they find themselves in a weak position of pressure from the student or the group (Twum & Peprah, 2020). Lack of courtesy leads to the fact that the professor may be disappointed in their own ability to teach people and leave the profession. On the part of the students, this can be regarded as rude behavior that can deeply affect the other person.
Moreover, such behavior prevents the students themselves from obtaining the necessary knowledge. Where teachers are forced to soothe and pay attention to noisy class members, others suffer from a lack of information on the subject. Thus, their overall academic performance is reduced and they remain from the original school curriculum (Nemer et al., 2019). As a result, rules and policies are needed to establish discipline and respect in the classroom. This can help introduce a successful system in which teachers and students feel comfortable.
First of all, it is important to understand that the teacher plays a critical disciplinary part in the classroom. They are role models and should maintain a positive work environment (Nilson, 2016). Thus, in order to eradicate disdain for politeness, it is vital to establish a policy of exemplary speaking. Often the teacher is the only example through which students can learn about respect for each other (Marzano et al., 2003). Open expressions of gratitude and interest in students’ problems can improve their behavior.
In addition, discussion plays a significant role in establishing discipline. Thus, if the students show a rude attitude towards the teacher, it is worth organizing a time within which they can express their complaints (Nilson, 2016). However, rules should be established to limit coarse or expressive language in discussion. In this case, every student will have the right to express their opinion, while maintaining a friendly environment.
Another example of a disregard for politeness is the internal relationship between students. This includes bullying, which has become more impressive in recent years. It can include verbal imperious experienced by a large percentage of students. As a result, they do not want to come to school and have contact with their peers. A depressed psychological state can cause even more impolite phrases from other students. As a result, academic performance declines. In addition, the very condition of a person who is subjected to disrespectful attitude causes concern. In the future, this creates a tense atmosphere and spreads even more among the class.
To avoid this, it is important to set a restrictive policy. For example, a teacher might introduce a system of rewards for kindness and punishments for impolite remarks (Saputro & Murdiono, 2020). If the student says the right phrases, then they should say three compliments to their classmates. In the case of a polite attitude towards peers and staff, the teaching may receive an additional assessment. Therefore, students will be able to impress each other with positive examples.
In conclusion, it should be said that the problem of neglect of politeness in schools is quite common. It affects academic performance and can be detrimental to students and staff. Bullying pupils refuse to study and experience severe psychological distress. Their mood causes more attacks and rudeness from their peers. The disregard for the respect of the students concerns the teachers, who cannot continue to explain the lesson. They are subjected to inappropriate jokes and exclamations from teenagers. As a result, they may suffer and refuse to work in education entirely. This problem needs to be solved through the introduction of systems of punishments and rewards and conversations with students. Additionally, teachers should show their respectful attitude by personal example, which students can adopt as a model of behavior. Thus, the problem of disregard for politeness among students is solvable and requires effort on the part of the teaching staff.
References
Altuwairqi, K., Jarraya, S. K., Allinjawi, A., & Hammami, M. (2021). Student behavior analysis to measure engagement levels in online learning environments.Signal, Image and Video Processing, 15(7), 1387-1395.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
Nemer, S. L., Sutherland, K. S., Chow, J. C., & Kunemund, R. L. (2019). A systematic literature review identifying dimensions of teacher attributions for challenging student behavior.Education and Treatment of Children, 42(4), 557-578.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons.
Saputro, J. D., & Murdiono, M. (2020). Implementation of character education through a holistic approach to senior high school students. International Journal of Multicultural and Multireligious Understanding, 7(11), 460-470.
Twum, F. O., & Peprah, W. K. (2020). The impact of service quality on students’ satisfaction. International Journal of Academic Research in Business and Social Sciences, 10(10), 169-181.