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The Expression of Positive Discipline in the Primary Classroom: A Case Study of One School

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Yayımlandı:Education Sciences vol. 15, no. 4 (2025), p. 490
Yazar: Hasanov Mahammad
Diğer Yazarlar: Brandišauskienė Agnė
Baskı/Yayın Bilgisi:
MDPI AG
Konular:
Organization for Economic Cooperation & Development
School discipline
Teachers
Classroom management
Data collection
Behavior
Content analysis
Child discipline
Qualitative research
Elementary school students
Educational Quality
Discipline Problems
Social Behavior
Student Characteristics
Self Efficacy
Active Learning
Student Behavior
Observation
Interpersonal Relationship
Classroom Techniques
Conflict Resolution
Teaching (Occupation)
Student Motivation
Elementary Schools
Student Participation
Teacher Characteristics
Positive Reinforcement
Self Esteem
Learner Engagement
Behavior Problems
Elementary School Teachers
Classroom Environment
Attention
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Özet:Student misbehaviour in the classroom is a challenge for many teachers. The aim of this study is to identify the main behavioural problems and highlight the Positive Discipline techniques used by teachers in primary classrooms. The study was carried out by a teacher-practitioner in one school using the Positive Discipline approach. Twenty lessons across different subjects were observed and a qualitative content analysis of the data was obtained. The results revealed that the most common reasons for pupils’ misbehaviour are attention-seeking, power-seeking and inadequate behaviour, to which teachers respond with Positive Discipline techniques (encouragement, behavioural redirection and logical consequences). We believe that the use of the Positive Discipline approach is a universal tool that can help teachers improve the learning process of their students by identifying the targets of their misbehaviour and responding appropriately to it.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15040490
Kaynak:Education Database