(Research) Rule Breakers: The Rebels of Today

Rule Breakers: The Rebels of Today 201 0
Rule Breakers: The Rebels of Today
A Research Paper Presented to the Faculty of English Area Holy Trinity Academy
In Partial Fulfillment of the Requirement for English IV by: Ma. Justine L. Manalo Jesiree Mae R. Dizon Mary Clarence B. Babasa Patrick M. Asaon John Jefferson C. Horca Jerick G.L. Sornit
Group 7 March 1, 2010
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ACKNOWLEDGMENT
The researchers would like to give grateful thanks and appreciation to the following people and copyright owner materials who have helped them through the ups and downs of this book. Sir Cornelio Gaffud, Activity Coordinator, who have enriched the researchers knowledge throughout this school year and who have trained them to be more independent and responsible for our next college years. Dr. Evelyn B. Tallod, Holy Trinity Academy High School Principal, for her guidance and support with this book. Sir Curley Mempin, Holy Trinity Academy High School Psychometrician, for entertaining their questions and sharing his professional insights about the topic. Mrs. Rosalina De Vicente, Fourth Year Diamond Adviser, who have given them enough support throughout this school year. Ms. Leilani Reyes, Holy Trinity Academy High School Librarian, who have provided facilities and references to enrich this book. Holy Trinity Academy High School Students, who have entertained their questions and supported the fulfillment of this project.
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To all the people who have been part of completing this book, and above all, God, our Father, for giving His undying love, blessings, wisdom and strength the researchers needed. Thank you. Group VII
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DEDICATION
The researchers would like to dedicate this humble achievement to their parents, loved ones, faithful friends, teachers, readers, and students and to our Almighty God.
Group VII
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TABLE OF CONTENTS
I. The Predicament and Its Conditions.7 1. Introduction A. Problem Statement B. Objectives C. Hypothesis II. III. IV. Scope and Delimitation of the Study11 Significance of the Study12 Presentation, Analysis, and Interpretation of the Data...14 1. Summary of Respondents 2. Subject Matter of The Study 3. Explanations of the Subject Matters 3.1. Get Into Gadgets 3.1.1. Cell phones 3.2. Youre Late 3.2.1. Reasons of Being Late 3.3. Conduct 6|Page
V. VI. VII. VIII. IX.
Conclusion28 Summary..29 Presentation of Data31 Glossary55 Bibliography..61
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The Predicament and its Conditions
INTRODUCTION
Teenage years are the time where pleasure and melancholy collides. These are the years where they love to explore and prove that they can do things on their own. They don't want to be controlled and be under the demands of anybody. Rule breaking is one of the things they do to prove that they dont have to always answer to every responsibility at hand because this would mean they would have to give in to burdens and let go of their easy and lay-low type of life. Breaking rules has become the most common habit of the youth. It is their way of demanding respect and gaining authority in their own life. It is their defense mechanism to let them hide their own feelings and fears. It has become nuisance to control because it has given too much satisfaction.
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A. Problem Statement
Gaining authority, being cool and giving self-satisfaction are few of the reasons why teenagers love to break rules. It has become a way of leisure and their way of proving themselves that they are considered adults because of what they do. Lack of guidance and negligence of discipline had led them to believe that being bad is acceptable and okay. This result to more incapability of the youth to understand what is really good that makes them unaware of the consequences of their actions. They began to look for ways to attest that there is nothing bad in breaking rules. Although they look unlikable to other people, still, they break rules for they consider it part of their better selves. At this stage, if they go exploring things and not allowed to do what they wanted, they would rebel. If parents don't know how to deal with their teens it will result to a problem. They will become rebellious at home or even in school if mentors don't know how to handle teenagers.
The temptation to react emotionally when children disobey rules is alleviated because a breach of the rules is no longer perceived as an assault on parental authority, since it is by the authority of the family, not the authority of the parents, that the rules were established.
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Helping to set the rules may not dissuade teenagers from breaking them sometimes, but it can help parents to avoid a power struggle with their teenagers. It would have been easier if this was prevented before but due to diverse situations, it had been difficult and a lot less to avoid.
B. Objectives
1. To understand the attitude or behavior of the youth. 2. To determine the reasons of their unnatural response to rules. 3. To know what future they will come upon if they continue to do such things. 4. To have an insight to prevent these behavior. 5. To be aware of the societys opinions about their actions 6. To list and know the main causes and effects of their behavior. 7. To have knowledge of the different and firm consequences with every rule that they may break. 8. To have an extended view of the students real experiences that led them to breaking rules. 10 | P a g e
9. To promote discipline and proper guidance to the youth even at the earliest stages of their growth. 10. To enhance the students with potential to be a responsible and dignified citizen of his community. 11. To be able to compare the different points of attraction that rule breaking offers. 12. To render motivation for the youths future in being a successful individual for themselves and their society.
C. Hypothesis
1. If teens are not aware of the consequences of their actions, then punishment will severely damage their future. 2. If they have enough guidance from parents and they learn to choose their friends, then they can have a better understanding of themselves and learn how to be responsible with their actions. 3. If they have knowledge and discipline learned in school and in their homes, then they will probably have a better future and a better shot in preparing themselves with responsibility. 11 | P a g e
4. If they are prepared to change for the better, then they will be able to make over themselves and control their actions.
Scope and Delimitation of the Study
The coverage of this study is focused on elements that push the students to break the rules in their school. The study also shows the various effects of their actions. This research simply talks about what triggers them to violate their schools rules. This study involved (6) persons and other reliable sources from the vicinity of Holy Trinity Academy - High School Building. The outcome of this study may help the students, teachers, and other persons involved to have a realization on how to avoid this kind of behavior. Then again, this research will serve as a guidance to make a change or improvement that will help the students with their self-realization.
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Significance of the Study
In recent times, students have been breaking rules in various ways. They have always found it interesting and satisfying. Avoiding these kinds of things are improbable because of their complicated lifestyle and the communitys way of
living. They have been used to living a daily routine of leisure and vices that they have been immune to the consequences of every action they tend to make.
Following rules does not only mean always being good. It is only a guide for, not only students, but people to become a better person and to have an even better life.
This study would be beneficial for the students, teachers, parents, counselors, readers, and future researchers.
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Students. They will gain a lot from this research for they will know how to control themselves from these kinds of situation that they will come upon in the future. They will also know the importance of being a good follower and the effects of their actions.
Teachers. The teachers would be able to know the students who commonly violate rules, and through this, they will know how to help these students to change and improve.
Parents. This research will provide them the facts on how to handle their adolescent children in the best way possible. This will also guide them to be familiar with their attitude and reaction so that they can build a better relationship with them.
Counselors. The result of this study will make it easier for them to give the right discipline to the students. They will have more knowledge about the fears and real feelings of their clients.
The Readers. The readers would be able to understand why some of students are having such reactions from the satisfaction they get in breaking rules.
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Future Researchers. Through this study, future researchers would be able to see the response of the students and the effects of their conduct. They would be able to utilize these data for more information and guidance needed in their further study. They will be able to compare the perceptions and insights of
students in the past and in the present for more ways to avoid the same behavior.
Presentation, Analysis and Interpretation of Data
This section imparts the data that the researchers have put together to compare the problems and other realizations in this issue of breaking rules and its appeal to themselves.
1. Summary of Respondents
Age Table 1 presents the division of respondents according to age. As shown below, ages of respondents from 4th year Diamond ranging from 14 to 17 years of age.
AGE
BOYS
GIRLS 15 | P a g e

16-17 14-15 19 2 16 3
Gender Table 2 shows the division of respondents according to gender. MALE FEMALE 21 19
As a result from Table 2, there are nineteen female respondents, twenty one male respondents from 4th year Diamond, Holy Trinity Academy.
Only child With siblings
2 38
Standing Table 3 presents the division of respondents according to the standing in their family.
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1. Subject Matter of the Study

Gadgets This part discerns on why the students bring gadgets during school hours. The concern talks about the appeal of everyday use of gadgets in class. Instead
of giving their full attention to the discussion, they tend to be more involved in using modern technology.
Students who have brought gadgets MALE FEMALE everyday 11 12
Going to school late This subject involves the students who usually come late at school. This matter shows the negative result of this behavior in the students life and academics.
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Students who have been late. MALE FEMALE 17 13
Conduct This issue is the chief basis of analysis of the researchers. It discusses about the different attitudes of the students in a class. It also presents the various reactions of a student towards the behavior or action of another student given that this is a classroom-based situation.
3. Explanations of the Subject Matters
3.1 GET INTO GADGETS
Modern teaching is at present far and wide used. This includes the use of the modern gadgets in enriching our knowledge and proficiency. However these new gadgets support the contemporary way of teaching. But these modern aids have been prohibited in schools.
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3.1.1. CELL PHONES Cell phones are repeatedly used by students in schools and it shouldn't be much of a problem. However it is beginning to become detrimental to those students learning. Students are very well distracted and as an evident result, they pay less attention in class. Last of all, cell phones are a very efficient toll used in verbal abuse (through text messaging). In class, students should be learning things that would help them in later life but most of them are unfocused.
In all places, people are using cell phones a great deal; some examples are school, work, and other public places. Cell phones are drastically changing the world. It has had a positive and negative social and economic impact on our daily lives. CELLPHONE BAN AT SCHOOLS Cell phones are a wonderful convenience and pleasurable gadgets to have. However, there are still arguments about whether or not they belong in schools. Agreement needs to be reached between parents, students, and educators regarding the fair use in schools. Certainly to ban them completely is to ignore some of the educational advantages of having a cell phone in the classroom. Also, there needs to be rational communication concerning the misuses of cell phones; some uses are definitely unacceptable.
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Educators, parents and students should think of some of these possibilities when addressing the cell phone issue:
Students can take pictures of class projects to e-mail or show to parents. Ordinarily, parents do not see projects that are completed in groups in school.
Students can text message missed assignments to classmates that are absent. A buddy system can be put into place.
Many cell phones are equipped with calculatorsplenty of new math curricula encourage the use of a calculator when problem-solving. A student should become accustomed to having a calculator handy for both homework and real life math applications.
If a student is slow to copy notes from the board, pictures can be taken of the missed notes and accessed later. Ditto sending notes to absent classmates.
Students can listen to music with ear buds if the cell phone is equipped with this option during independent studymany students find this relaxing and comfortable and are more productive as a result.
Unacceptable use of cell phonesnever use them for these purposes in school:
Sending test answers to friendsthat is cheating and is certainly wrong! 20 | P a g e
Recording teachersno one is perfect and teachers are reputed to be above any misdeed. However, if a teacher is not conducting him/herself properly, report him or her to the principal and ones parents. It is up to the administrator to complete an investigation. Students who misbehave should be afforded the same basic rights. No one wants to be recorded without knowledge or consent.
And then, there are these very serious offenses that are not only wrong, but illegal and one should never use ones cell phone for this these purposes:

Arranging a drug deal. Plotting a bomb threat. Setting up others to fight.
If students act in a mature manner and present a fair cell phone use agreement to their parents, teachers, and administrators, maybe this cell phone controversy can be settled for the benefit of all. ADDICTION TO CELL PHONES
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Cell phone addiction, as we notice now, is happening universally. Everyone is using the cell phone as their instrument of connecting to the world, to play games, to watch videos, to listen to music and even for some, to use as an organizer of the things that they will do. And there are common types of dependencies other people rely upon. 1) Physical dependency 2) Psychological dependency
Causes includes: 1) Genetics 2) Biological/Pharmacological 3) Social factors
So far in the occurrence of cell phone addiction, firm facts are recognized as such: Symptoms are: 1) People feel uneasy without their cell phones. 2) Cell phones are very essential to them (to the point of a need). 3) Ought to talk insatiably. 22 | P a g e

4) Cell phone charges stress them up. 5) Begin having problems at school and work due to persistent usage. 6) Interpersonal problems (becomes disruptive and secluded). 7) Extreme levels of insecurity. 8) Jeopardize health (lengthy periods of contact to unsafe electromagnetic waves and when driving).
Worst situations: 1) Hallucinations (phantom ringing of the phone, when it is in reality not) 2) Intense anxiety if the phone is taken from them or when there are no coverage in the area.
The harms brought about may be: 1) Young addicts pay out lots of time that they neglect school and drop out. 2) Turning to misdeed to pay bills (that run up to thousands). 3) Mental breakdown 4) Death
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"Psychiatrists say mobile phone addiction is an obsessive-compulsive disorder which looks set to become one of the biggest non-drug addictions in the 21st century."
Cell phone addictions will only aggravate and become more prevalent as people gain in material comfort and are able to pay for more cell phones. They should learn to manage their habit and not be controlled by the gadget itself, just then will they develop and gain from attaining such equipments to enrich their lives. Cell phone addictions can be resolved.
3.2 YOURE LATE
For almost a decade now, students who go to classes late usually get into trouble. From receiving morning sermon, to being subjected to absolute public embarrassment, to giving of community service on school grounds even up to the point of being thrown out of class. All students at some point in their life as being students would experience that day in which youd be the last one to enter the class, half-way into the discussion or worst, an exam. 24 | P a g e
3.2.1 REASONS OF BEING LATE
Traffic for the commuting students, traffic is a persistent risk and killer to that complete attendance. They have to wake up early, usually before any person in your family, battling your sleepy eyes and the temptation of going to bed again to have that good sleep just to get up and get all set for school for you will have to travel from your home to your school. School services are only accessible to few students while others are obliged to commute. But the general picture is if those students dont have cars or any other means of private transportation, they may suffer in traffic rushes in the morning.
No uniform - For those who are required to wear uniforms at school, not having a clean and pressed set is one of the biggest upsets and tragedies that could really ruin your morning and the rest of your day. You left something at home Some students who are ready to go are sometimes forgetful in the morning. They tend to forget important things to bring like keys, books, projects etc, so their natural response is to go back and get it resulting to being late.
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Silenced alarms and wrong calendars Almost everybody use alarms to help rise up early but for some unknown reason, they invented the snooze button which doesnt completely help because it only lengthens the time they sleep. More and more minutes passes by, next thing you know, youre late.
You woke up late, very late this is the number one reason they come late for their classes. No heavy traffic, burning away of uniforms, lost IDs and stuff, thousands of alarm clocks going on at the same time could do them any good. If they woke up late, youre late.
Reasons could range from staying up late the night or morning before, playing online or offline games all night, or cramming to finish a due project even up to giving your self a few more minutes of sleep after the alarm has told you its time to get up and get things moving.
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Hearsay of problematic behaviors is on the rise nationally, not only in the classroom but in society at large.
Some of these juvenile, annoying, or inconsiderate behaviors or classroom discourtesy includes:
lateness or leaving early out of place usage of cell phone and laptop in class side discussions disregard for deadlines negative remarks cheating
These behaviors are not just instructors pet peeves; they have real costs including:

disturbing other students and lecturer in class reducing student involvement lowering other students' and teachers motivation in or out of class affecting fairness in grading
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feeling disrespected as a fellow learner or authority figure As for a classroom-based situation of discourtesy, it is a must for a teacher
to correct the misbehavior of his students.
Here are some tips for teachers:
1. Accept the students as they are, but build on and accentuate their positive qualities. 2. Be yourself, since these students ca recognize phoniness and take offense at such deceit. 3. Be confident; take charge of the situation, and dont give up in front of the students. 4. Provide structure, since many of these students lack inner control and are restless and impulsive.
5. Explain your rules and routines so that students understand them. Be sure your explanations are brief, otherwise you lose your effectiveness and you appear to be defensive or preaching. 6. Communicate positive expectations that you expect the students to learn and you require academic work.
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7. Rely on motivation and not your prowess to maintain order, an interesting lesson can keep the students on task. 8. Be a firm friend, but maintain a psychological and physical distance so your students know you are still the teacher. 9. Keep calm, and keep your students calm, especially when conditions become tense or upsetting. It may be necessary to delay action until after class, when emotions have been reduced. 10. Size up the situation and be aware of undercurrents of behavior, since this students are sizing you up and knowing manipulators of their environment. 11. Anticipate behavior; being able to judge what will happen if you or your student decide on the course of action may allow you to curtail many problems. 12. Expect, but dont accept misbehavior. Learn to cope with misbehavior but dont get upset or feel inadequate about it.
CONCLUSION
In conclusion, teenagers are obsessed with breaking rules because they've spent their whole childhood being enforced by rules and want to be seen
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as adults and separate themselves from their parents. They want to be considered as independent people because they like to think that this is the right and natural thing to do and the path they have to take. While the children try to detach themselves with their parents, the latter think otherwise. These are the years when the parents dread the growth of their children. They figure that they need more guidance and teaching because they are afraid to see their children take the wrong path that society pushes them to take. As a result, the researchers have depicted that teenage years are the most challenging times of their growth and breaking rules is a very big event that they cannot decline. It has become a natural habit that everybody undergoes. Not one of them follows all the rules implemented so they are likely to be more rebellious and react violently when things are prohibited. It has been proved that breaking rules is routinary and commonly considered as ordinary to this generation. Change is always inevitable, with proper discipline and guidance applied to these teenagers, there may still be a chance to correct their errors and make a better life for the future generation.
SUMMARY
This research paper evaluates the sources, consequences and details of the topic about the behavior of the students towards breaking rules in a 30 | P a g e

classroom-based situation. This paper imparts the reasons and explanations, as well as the causes and effects of their actions. It also provides guidance and the possible solution to the said issue and also discusses the day-to-day interactions of the students with people and the things that lead them to break rules. The topic has been expanded through scanning of books and magazines, interviews, surveys and additional information that the researches have gathered. They have conducted a survey in one of the section of Holy Trinity Academy, the IV- Diamond, which consist of 40 students. The respondents are required to answer the given survey that pertains to the topic, rule breaking. With regards to the subject, the questions in the survey have given way for the readers to know the common mistakes that the students make, the usual bringing of gadgets, the reasons behind doing so and overall knowing the response they make and the consequences they have to face. The researchers have gathered more information about the motives of the students and common excuses that they rely upon. They focused more on the analysis and interpretation of the data they have assembled and combined.
The researchers assured that the information and facts in this paper are well-founded and reliable. They have the sensible sources of information through the help of books, people and Internet.
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They would be also grateful for those people who would be appreciative for this research paper and make use of this as a guide in managing their life and accepting the consequences that their actions may bring.
PRESENTATION OF DATA
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This is the actual survey sheet of the researchers that was answered by the students in 4th year Diamond.
Sample with answer: 33 | P a g e
Do you love violating rules?

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25
20
15
Y ES NO 10
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Do you eat in class?

40
35
30
25
20
Y ES NO
15
10
0 Ques tion # 2 36 | P a g e
Do you cut classes?

40
35
30
25
20
Y ES NO
15
10
0 Ques tion #3
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Do you wear the correct uniform?
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40
35
30
25
20
Y ES NO
15
10
0 Ques tion #4
Do you always wear your ID?

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35
30
25
20 Y ES NO 15
10
0 Ques tion #5
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Do you stay in the classroom during recess?
35
30
25
20 Y ES NO 15
10
0 Ques tion #6
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Have you been suspended from school?
40
35
30
25
20
Y ES NO
15
10
0 Ques tion #7
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Are you not afraid of your teachers?
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30
25
20
15
Y ES NO
10
0 Ques tion #8
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Have you had a friend who was bad for you?
20
18
16
14
12 Y ES NO
10
0 Ques tion #9
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Are you aware of the punishments they would give you?
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40
35
30
25
20
YES NO
15
10
0 Question # 10
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Do you think being bad is cool?
25
20
15 Y ES NO 10
0 Ques tion #11
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Do you love your school?
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35
30
25
20 Y ES NO 15
10
0 Ques tion #12
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Does violating rules give you satisfaction?
20
18
16
14
12 YES NO
10
0 Question # 13
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Do you bring gadgets like cell phones and iPods?
Always S etim om es Never
Ques tion # 14
10
20
30
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Have you been to the Disciplines Office?
Always S etim om es Never
Question #15
10
20
30
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Do you obey your parents?
Alway s S etim om es Never
Ques tion #16
10
20
30
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Difficulty of following the rules in your school
Poor Averag e Ex cellent
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Poor Average Excellent
Closeness to your family and friends
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Poor Average Excellent
Good relationship with your teachers
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GADGETS LATE HAIRCUT
Give a rule that you have violated
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GLOSSARY
A
Abuse- Use wrongly, improperly or excessively Addiction- Being abnormally tolerant to and dependent on something that is psychologically or physically habit-forming Adolescence The state that someone is in between puberty and adulthood Adolescent- A juvenile between the onset of puberty and maturity Anxiety- A vague unpleasant emotion that is experienced in anticipation of some misfortune Appeal- attractiveness that interests, pleases or stimulates Attitude- A complex mental state involving beliefs and feelings and values and dispositions to act in certain ways Attraction- An entertainment that is offered to the public Authority- The power or right to make decisions
B
Behavior- the way a person responses, reacts or moves in a situation Beneficial- promoting or enhancing well-being Biological- Pertaining to life and living things Break- Act in disregard of laws, rules, contracts, or promises
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C
Causes- Events that provide the generative force that is the origin of something College- An institution of higher education created to educate and grant degrees; often a part of a university Conduct- Manner of acting or controlling yourself Consent- Permission to do something Consequence- The outcome of an event especially as relative to an individual Control- Power to direct or determine
D
Defense mechanism- (psychiatry) an unconscious process that tries to reduce the anxiety associated with instinctive desires Dignity- The quality of being worthy of esteem or respect Discipline- A system of rules of conduct or method of practice Discourtesy- An expression of lack of respect Disobey- Refuse to go along with; refuse to follow; be disobedient Disturbance- Activity that is a malfunction, intrusion, or interruption
E
Effects- A phenomenon that follows and is caused by some previous phenomenon Experiences-The accumulation of knowledge or skill that results from direct participation in events or activities 61 | P a g e
F
Fears- An emotion experienced in anticipation of some specific pain or danger (usually accompanied by a desire to flee or fight)
G
Guidance- Direction or helpful suggestions regarding a decision or future course of action
H
Habit- an automatic pattern of behavior in reaction to a specific situation; may be inherited or acquired through frequent repetition Hallucinations- Illusory perception; a common symptom of severe mental disorder
I
Incapability- Lack of potential for development Independent- Free from external control and constraint Improbable- Not likely to be true or to occur or to have occurred Improvement- A change for the better; progress in development
J
Jeopardize- Pose a threat to; present a danger to
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L
Late- Being or occurring at an advanced period of time or after a usual or expected time Leisure- Freedom to choose a pastime or enjoyable activity Love- Have a great affection or liking for
M
Melancholy- A feeling of thoughtful sadness Mentors- A wise and trusted guide and advisor Modern- Relating to a recently developed fashion or style
O
Offense- A lack of politeness; a failure to show regard for others; wounding the feelings or others
P
Pleasure- A fundamental feeling that is hard to define but that people desire to experience Professional- Engaged in a profession or engaging in as a profession or means of livelihood Punishment- Something (e.g. imprisonment or paying a fine) someone is made to do to compensate for a wrongdoing, especially for crime; the act of punishing
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R
Rebel- A person who takes part in an armed rebellion against the constituted authority (especially in the hope of improving conditions) Respect- The condition of being honored (esteemed, respected or well regarded) Responsibility- The social force that binds you to the courses of action demanded by that force Rules- Prescribed guide for conduct or action
S
Satisfaction- The contentment one feels when one has fulfilled a desire, need, or expectation Serious- Concerned with work or important matters rather than play or trivialities Society- An extended social group having a distinctive cultural and economic organization Support- Give moral or psychological support, aid, or courage to
T
Teenager- A juvenile between the onset of puberty and maturity Temptation- The desire to have or do something that you know you should avoid Tip- A small piece of useful advice or information
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U
Utilize- Put into service; make work for a particular purpose or use as designed
V
Vice- A specific form of evildoing Vicinity- A particular area; the surrounding or nearby region
Y
Youth- A young person (especially a young man or boy)
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BIBLIOGRAPHY
BOOK 1. ^ Harris, D. (1998) "The Logic of Black Urban Rebellions," Journal of Black Studies. 28(3), pp. 368-385. 2. ^ Schraffenberger, Rebecca. (2007) "This Modern Goth (Explains Herself)", Goth Undead Subculture. New York: Duke UP, 2007. 3. ^ Douglas, Murray A.; Strauss (2007), "Discipline by Parents and Child Psychopathology", in Felthous, A.; Sass, H., International Handbook of Psychopathology and the Law, New York: Wiley, pp. 12, 4. ^ "Encouraging better behavior - A practical guide to positive parenting.". National Society for Prevention of Cruelty to Children, United Kingdom. 2003.. Retrieved 25 March 2008. 5. ^ Hanawalt, Barbara (1986). The Ties that Bound: Peasant Families in Medieval England. Oxford University Press. p. 182. 6. ^ "The Medieval Child, Part 4: The Playful Years". About.com.. Retrieved 21 September 2009. 7. ^ a b "Encyclopedia of Children and Childhood in History and Society Discipline". Retrieved 21 September 2009. 8. ^ a b Dobson, James (1977). Dare to Discipline. Bantam Books. ISBN 0553228412. 66 | P a g e
9. ^ Wright, Susan (19 June 1985). "Parents and Experts Split on Spanking". The New York Times: p. C9. 10. ^ a b Sullivan, Tom (5 October 2009). "In 30 years without spanking, are Swedish children better behaved?". The Christian Science Monitor (Boston). 11. ^ Simons, R.L. et al, "Socialization in the family of origin and male dating violence: A protective study", in Journal of Marriage and the Family, 1998; 60:467-78. 12. ^ "How can I discipline my children?". London: BBC.. Retrieved 13 July 2009.
WEBSITE 1. http://www.womenrepublic.co.uk/family_pregnancy/rebellion/ 2. http://www.essortment.com/all/teenagerebell_rdgq.htm 3. http://www.med.umich.edu/1libr/pa/pa_badolesc_hhg.htm 4. http://pubpages.unh.edu/~mas2/CP85%20-%20Discipline%20by %20parents-S%2BDoug-Ed%20Book.pdf. 5. http://www.nspcc.org.uk/HelpAndAdvice/Publications/Leaflets/encouraging _pdf_wdf36202.pdf
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6. http://books.google.com/books? id=JYR4nxXWIjMC&pg=PA143&lpg=PA143&dq=18th+century+child+disci pline&source=bl&ots=H5OjWG2q7x&sig=KmpeqACbX7FxSVEUb6AzDLw MopY&hl=en&ei=DnS3SvTIIZLg8Qb7mfHRDQ&sa=X&oi=book_result&ct= result&resnum=5#v=onepage&q=18th%20century%20child %20discipline&f=false. 7. http://www.learnthebible.org/eight-misconceptions-about-spanking.html 8. http://historymedren.about.com/od/medievalchildren/a/child_play_3.htm 9. http://www.faqs.org/childhood/Co-Fa/Discipline.html 10. http://www.csmonitor.com/2009/1005/p06s10-woeu.html. 11. http://www.springerlink.com/content/r00u746076w16067/. 12. http://ahaparenting.com/parenting-tools/positive-discipline/use-positivediscipline. 13. http://www.insideout-counselling.com.au/html/cms/12/non-punitivediscipline. 14. http://www.athealth.com/Consumer/Issues/discipline.html. 15. http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx? p=114&np=141&id=2309.
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16. http://www.bbc.co.uk/schools/parents/life/health_happiness/problems/disci pline_home.shtml
ARTICLE 1. ^ Temple University (2007, April 12). Teenage Risk-taking: Biological And Inevitable?. ScienceDaily. Retrieved July 21, 2009, from/releases/2007/04/070412115231.htm# 2. ^ Temple University (2007). Risk Taking in Adolescence: New Perspectives From Brain and Behavioral Science. Current Directions in Psychological Science pg. 55-59 3. ^ Cornell University (2006, December 12). Why Teens Do Stupid Things. ScienceDaily. Retrieved July 21, 2009, from http://www.sciencedaily.com /releases/2006/12/061211124302.htm# 4. ^ Papalia, D. E.; Wendkos-Olds, S.; Duskin-Feldman, R. (2006), A Child's World: Infancy Through Adolescence (10th ed.), New York: McGraw-Hill 5. ^ Papalia, D. E.; Wendkos-Olds, S.; Duskin-Feldman, R. (2006), A Child's World: Infancy Through Adolescence (10th ed.), New York: McGraw-Hill 6. ^ Pollock, Linda A. (1983). "5". Forgotten children: parent-child relations from 1500 to 1900. Cambridge University Press. ISBN 0521250099. ^
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"Eight Misconceptions About Spanking". Learn The Bible.. Retrieved 19 September 2009. 7. ^ Straus M.A. et al, "Spanking by Parents and Subsequent Antisocial Behaviour by Children", in Archives of Pediatric and Adolescent Medicine 1997; 151:761-767.
8. ^ Brezina, T. "Teenage violence toward parents as an adaptation to family strain: Evidence from a national survey of male adolescents", in Youth & Society 1999; 30:416-444. 9. ^ Millichamp, Jane; Martin J & Langley J (2006). "On the receiving end: young adults describe their parents use of physical punishment and other disciplinary measures during childhood". The New Zealand Medical Journal 119 (1228): U1818. PMID 16462926. 10. ^ Toner, Ignatius J. (1986). "Punitive and non-punitive discipline and subsequent rule-following in young children". Child and Youth Care Forum 15 (1): 2737. 11. ^ "Positive discipline". AtHealth.com. 20 May 2008. 12. ^ The Crisis in American Education An Analysis and a Proposal, The Sudbury Valley School (1970), Law and Order: Foundations of Discipline (pg. 49-55). Accessed January 10, 2010. 13. ^ Greenberg, D. (1987) The Sudbury Valley School Experience Back to Basics. Accessed January 10, 2010. 70 | P a g e

14. ^ Greenberg, D (1987), Child Rearing. Accessed January 10, 2010.
MAGAZINES 1. ^ , Fowers BJ. 2008, From Continence to Virtue: Recovering Goodness, Character Unity, and Character Types for Posewitive Psychology. Theory & Psychology, Vol. 18, No. 5, 629-653 2. ^ Maccoby, E.E., & Martin, J.A. (1983). "Socialization in the context of the family: Parent-child interaction", in P.H. Mussen (ed.), Handbook of Child Psychology (4th ed.), vol. 4: Socialization, personality, and social development, edited by E.M. Heatherington, 1-101. New York: Wiley.
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(Research) Rule Breakers: The Rebels of Today

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Rule Breakers: The Rebels of Today 201 0

Rule Breakers: The Rebels of Today

Group 7 March 1, 2010

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V. VI. VII. VIII. IX.

Conclusion28 Summary..29 Presentation of Data31 Glossary55 Bibliography..61

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The Predicament and its Conditions

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Scope and Delimitation of the Study

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Significance of the Study

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Presentation, Analysis and Interpretation of Data

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Only child With siblings

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1. Subject Matter of the Study

Students who have brought gadgets MALE FEMALE everyday 11 12

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3. Explanations of the Subject Matters

3.1 GET INTO GADGETS

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Sending test answers to friendsthat is cheating and is certainly wrong! 20 | P a g e

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Arranging a drug deal. Plotting a bomb threat. Setting up others to fight.

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Causes includes: 1) Genetics 2) Biological/Pharmacological 3) Social factors

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3.2 YOURE LATE

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3.2.1 REASONS OF BEING LATE

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Some of these juvenile, annoying, or inconsiderate behaviors or classroom discourtesy includes:

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to correct the misbehavior of his students.

Here are some tips for teachers:

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Sample with answer: 33 | P a g e

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Do you love violating rules?

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Do you eat in class?

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Do you cut classes?