Responsible classroom discipline in early schooling

Abstract

The study aims to find the causes of discipline problems and effective strategies that the teachers use in order to deal with these problems and to establish responsible classroom discipline in early schooling. The author employed a qualitative methodological approach consisting of participant observation in one classroom in a state primary school. The chosen classroom consisted of the teacher, the Learning Support Assistant and ten pupils, aged between six to seven years. While stating that the causes of discipline problems are diverse and many, the study identified several distinct reasons for misbehaviour to occur in class, being: adverse home circumstances, attention-seeking, avoidance of work, boredom and emotional problems. With regards to effective strategies, the study discusses several strategies which the teachers use not only to respond to behaviour and discipline problems but also to prevent these problems from occurring. Some of the strategies are: creating positive and supporting learning environments, planning interesting and motivating lessons, promoting positive behaviour by praising and giving rewards, using reprimands effectively, reasoning with pupils, teaching pupils self-discipline and self-control, being severe and consistent. The study suggests some modifications that could be made to the Code of Behaviour and Discipline in state primary schools. The author also gives some tips for teachers to prevent behaviour and discipline problems. A list of positively-phrased classroom rules for teachers to discuss with the young pupils and display in class is also provided.