The society that neglects its children ignores its future.The school enviroment also responsible for influencing the behaviour of children.When children are chosen to play some leadership roles ,for instance as prefects ,monitors,group leaders or captains, they are constantly expected to control ,lead or advise others .Examplary leaders should not be violent and are likely to be readlly accepted ,respected and obeyed by their peers.Decentralization of authority to grass-roots which are students would therefore create a favourable atmosphere of discipline.Disciplinary committees in schools should not stampout violence by using violent means such as frequent administration of corporal punishment which was priortised by those from low income earned schools.This may not deter the victims from violence but rather worsen the situation .Inflicting pain by caning should only be used as a last resort.Because of much promoted and awareness of children rights ,children are claiming to be given their rights as much as possible.Instead school administrators have to change their approaches by perform extra duties and delve into the nature of the violence ,investigating the emotional and socio-economical backgrounds of the culprits.Their academic history need to be analysed tracing from age ,since teenagers at puberty are generally ,restless, experimental and unstable.Equipped with these essential details disciplinary bodies have to target problem groups and draft plans of action to be implemented in rehabilitating the violent pupils into normal school life.They should abserve and record any developments and positive changes they have to reinforce .Problem children should feel a sense of love and belonging ,and be encouraged to work towards their desired goals without much pressure from outside.
Since playing different games which include physical or intellectual is what children fond of keeping them busy with reasonable activities will tend to be hardworking and self-disciplined.Violent attitudes that may crop up to fill the gaps caused by inactivity are thus minimized .The above assertion implies that a school has to offer a wide range of co-curricular activities .These can be split into three areas :
Social,academic and sports clubs
The various groups should comprise pupils from various classes levels in schools.The leadership of each group should largely be student-based.Teachers in various groups should be involved when it comes to assisting in the drafting of programmes,guiding and handling special information beyond the pupils' ability. Decision-making processes should be pupil-centred as this offers them a chance to forge ,pursue and execute programmes,thus promoting their keenness to discover and development of confidence.All club members should benefit directly from what is available in their areas.Successes and achievements should be enjoyed by all. Children love to play amongst themselves without adult supervision or interference.A true children's game frees the spirit and is a game that adults organise for children ,the children often feel restricted by an atmosphere which tests skills and competitive.This tension does not exist in game organised and played by children.
Adults usually see children's games boring and repetitive.These games do not need prizes ,the game doesn't finish and usually individual ability is not the key note to success.Children's games are often closer to form of ceremony than to a competition. It is not only the value of the physical exercise that children get from games that gives recreation ,it is also the invigorating mental excitement which stimulates great interest ,enthusiasm and imagination.The purpose of children's games is largely social.During sporting activies interractionist clearly observed that shy children are often participate in games without feeling inferior or unsure of themselves.In games children can enjoy without having the need to be popular or unpopular.
When children oftenly in sports the environment is much condusive to their capabilities and control.However the rules and situations of games expectedly devulge the state of panic or great danger for example being running away from a monster , the young player can have an understanding of the nature of the game to allow the imagination to create all kinds of experiences. In such games children learn that they cannot always get their own way.
Children these days are becoming increasingly self-conscious about the games they play and frequently stop playing as soon as they are introduced to organised sports.Especially the eletronic games which are far more influencing young children.However these electronic games, although they help in intertainment and cognitive development these games especially those violent in nature such as the destroyer and wristling are perpetuating violent behaviours in community and school.Children may become addicted to electronic games and lack the physical activities that strengthen their bodies and more skills.
It is interesting to note that children play co-operatively and without aggression in free areas such as parks ,grasslands ,the bush or even the quiet streets.Aggressive games are also still played in most common places such as school grounds ,creches or artificial playgrounds erected so that it is easier to watch and supervise their activites.
It can be seen that encouraging children to be not violent ,interractin
