Classroom Discipline Strategies Research Articles

Exploring Classroom Discipline Strategies and Cultural Dynamics: Lessons from the Japanese Education System

This academic study examines classroom discipline strategies and cultural dynamics within the Japanese education system. It focuses on their effects on classroom management and cross-cultural education. The study aims to provide valuable lessons from the Japanese approach to classroom discipline, student engagement, and the influence of national factors on student-teacher relationships and communication. The main objective of the study is to highlight the fundamental rules of Japanese classrooms, emphasizing respect, hierarchy, and authority. It examines how these values shape the overall discipline and approach adopted by Japanese teachers. This will help in providing a framework for understanding unique classroom management practices in Japan. This study provides valuable insights into classroom management strategies in Japan and their relevance to cross-disciplinary education. By understanding Japanese classroom cultural dynamics and discipline strategies, educators and policymakers can gain a broader perspective. They can also adapt effective practices to create inclusive and engaging learning environments. The study also suggests avenues for future research, encouraging further exploration of cultural dynamics and their implications for education systems worldwide.

The Relationship Between Social Intelligence With Classroom Discipline Strategies Used among a Sample Of Secondary School Teachers

This study aimed to explore the level of social intelligence among a sample of secondary school teachers of the first educational district in Zarqa. It tried also to explore the classroom discipline strategies adopted by those teachers. In addition it tried to study the relationship between social intelligence and classroom discipline strategies.The sample consisted of (350) secondary school teachers. To achieve the objectives of the study ( Tromso Social Intelligence-TSTS) was used, and a scale for measuring the classroom discipline strategies was developed.The results of the study showed that the level of social intelligence among teachers was high and authoritative style is the most commonly among teachers with a high level followed by permissive style and authoritarian style with a moderate level. 
 The results also showed positive correlation between the social intelligence and Authoritative style, and a negative correlation was found between the social intelligence and Permissive style and Authoritarian style as discipline strategies.

Classroom Discipline Strategies for Elementary Teachers

The main purpose of the study is to determine how frequent and useful the classroom discipline strategies used by Elementary Teachers. This study employed descriptive method of research to assess the frequency and usefulness of classroom discipline strategies of elementary school in Moalboal District for the school year 2019-2020 as basis for an action plan. It utilized an adapted questionnaire for gathering data. The statistical tools used were percentage, weighted mean, and Pearson-Product Correlation. The results showed that 20 respondents or 38 percent were mostly 40-49 years old and majority or 88 percent were females. Majority or 65 percent have Bachelors’ Degree with master’s units. Majority or 35 percent have been in the service for 11-20 years. With regard to position held, majority or 36 percent are Teacher 3 and majority of the School Heads or 67 percent are Principal 1. With regard to Teachers’ frequency of classroom discipline, it obtained an average rating of 3.05 described as Often, while the School Heads got an average rating of 3.3. described as Always. For Teachers’ Usefulness on classroom discipline strategies, they have an average rating of 3.21 interpreted as Useful, similar to the rating from School Heads with 3.17 interpreted as Useful. Hence, there is a comparable result existed between the Teachers and School Heads. As such, it is recommended that the proposed Action Plan be implemented. Keywords: Administration and Supervision, Classroom Discipline Strategies, Descriptive Research, Action Plan, Moalboal, Cebu. DOI: 10.7176/JEP/13-33-05 Publication date: November 30 th 2022

EFL Teachers’ Classroom Discipline Strategies and Learners’ Willingness to Communicate in English Inside the Classroom

The present study investigated the relationship between EFL learners’ perception of their teachers’ classroom discipline strategies and their willingness to communicate (WTC) in English inside the classroom. As many as 87 learners completed the classroom discipline strategies questionnaire (Lewis, Romi, Qui, & Katz, 2005) and the scale for WTC inside the classroom (MacIntyre, Baker, Clement, & Conrod, 2001). The results indicated that learners’ WTC inside the classroom was significantly related to their perception of the discipline strategies employed by their teachers. Furthermore, teachers’ discipline strategies were found to account for 38% of the variance in learners’ second language (L2) WTC inside the classroom.

Teachers' models and strategies of establishing and maintaining classroom discipline

This paper is on the models and strategies of classroom discipline, i.e. characteristics of beliefs of contemporary theoreticians of pedagogical work and teachers in the process of establishing and maintaining classroom discipline and discipline actions applied by teachers during teaching lessons. The aim of the research has been to determine the prominence of the models and strategies of establishing and maintaining classroom discipline and their correlates (mutual correlation of models and strategies and their correlation with the teachers' pedagogical concept, socio-demographic and professional characteristics of teachers). Four instruments were constructed and validated for the purpose of the research. The research included 444 primary school teachers in the primary schools in Serbia. In this research, we have proved the empirical acknowledgement of the assumption of the existence of correlation between the basic teachers' pedagogical concepts with teachers' beliefs about classroom discipline (models of classroom discipline) and actions they apply with the aim of maintaining classroom discipline (strategies of classroom discipline). Correlations of all dimensions of the stated variables of the autonomous type has been determined, as well as correlations of all dimensions of variables of the controlling type. The summation of this paper is that it is necessary, in the domain of professional development of teachers, to focus on awakening personal beliefs of in-service teachers and students of teacher training faculties on classroom discipline and basic pedagogical dilemmas give them support to reconsider personal beliefs and enable them to understand the essence of their own actions.

The Influence of Social Intelligence of Secondary School Teachers on Classroom Discipline Strategies

The purpose of the study is to analyze level of emotional intelligence among teachers employed in government secondary schools based on selected demographic variable. The sample of the study comprised 203 teachers. The findings of the study showed that there was a significant difference in the teachers' races (Malay, Indian and Chinese) and their emotional intelligence. The study also revealed that there were significant differences between teachers with high and moderate level of emotional intelligence in five strategies of classroom discipline used i.e. teachers with high level of emotional intelligence scored higher in the classroom discipline strategies of discussion, recognition, involvement, and hinting, whereas teachers with moderate level of emotional intelligence scored higher in the use of aggression and no significant relationship with one strategy (punishment) of classroom discipline. (Soleiman Yahyazadeh Jeloudar, Aida Suraya Md Yunus, Samsilah Roslan 2 , Sharifah Md. Nor. The Influence of Emotional Intelligence of Secondary School Teachers on Classroom Discipline Strategies. Journal of American Science 2011; 7(7):882-889). (ISSN: 1545-1003). http://www.americanscience.org

Investigating teachers’ explanations for aggressive classroom discipline strategies in China and Australia

Student misbehaviour can provoke aggressive teacher management (e.g. yelling in anger), adversely effecting students’ learning and attitudes toward school. To investigate this phenomenon, data were obtained from 75 Chinese (typically Eastern) and 192 Victorian (typically Western) secondary teachers who self-reported aggressive management. Results: 49% of Chinese and 59% of Australian teachers adopt aggressive behaviours rarely to sometimes; and, 9% of Chinese and 13% of Australian teachers sometimes or more frequently. The teachers were assessed for levels of support for Attribution, Attachment or Efficacy theory as explanations. The only significant differences were found for Attachment theory with Chinese teachers reporting significantly more support. National setting explained 29% of the variance independent of gender, levels of aggression and years of experience.

EFL teachers’ classroom discipline strategies: the students’ perspective

This study investigated Iranian EFL teachers’ classroom discipline strategies from their students’ perspective. One thousand and four-hundred ninety-seven students filled in the classroom discipline strategy questionnaire that assessed their perceptions of the strategies their English teachers used to discipline the classroom. The results showed that Iranian EFL teachers appeared to use recognition/rewarding strategies more often to discipline their classes, while using aggression and punishment were the least common classroom discipline strategies. Female teachers used punishment, discussion, and aggression strategies more in comparison to male teachers. Also, public school teachers used aggression strategy more than those who worked in private schools.

Teachers’ Emotional Intelligence and Its Relation with Classroom Discipline Strategies Based on Teachers and Students’ Perceptions

The purpose of the study is to analyze level of emotional intelligence of teachers employed in the government secondary schools in Malaysia based on selected demographic variables and how they rela...

Exploring the Relationship between Teachers' Social Intelligence and Classroom Discipline Strategies

The purpose of the study is to analyze the social intelligence level of teachers employed in government secondary schools in Malaysia based on selected demographic variables such as age, and how they relate to the classroom discipline strategies used. The sample of the study comprises 203 teachers. The study also revealed that there were significant differences between teachers’ age groups and their social intelligence. Further a significant relationship was noted between teachers’ social intelligence and the six strategies of classroom discipline strategies (discussion, recognition, involvement, hinting, punishment and aggression).

Teachers’ classroom discipline and student misbehavior in Australia, China and Israel

This paper reports students’ perceptions of the classroom discipline strategies utilized in Australia, China and Israel. It examines data from 748 teachers and 5521 students to identify how teachers’ use of various disciplinary strategies, and the extent to which these relate to student misbehavior, differ in three national settings. In general, Chinese teachers appear less punitive and aggressive than do those in Israel or Australia and more inclusive and supportive of students’ voices. Australian classrooms are perceived as having least discussion and recognition and most punishment. In all settings greater student misbehavior relates only to increased use of aggressive strategies. Implications are discussed.

An assessment of the convergent validity of the checklist of behavior alteration techniques: The association between teachers’ likelihood‐of‐use ratings and informants’ frequency‐of‐use ratings

Abstract An important area of applied communication research is teachers’ use of classroom discipline and management strategies which have become known as Behavior Alteration Techniques (BATs). The instrument commonly used to measure teachers’ use of BATs is the checklist of Behavior Alteration Techniques. The purpose of the present research was to assess the convergent validity of the checklist of Behavior Alteration Techniques. Thus, this research attempted to assess the extent to which teachers’ likelihood‐of‐use ratings converge with other measures of teacher BAT use. It was hypothesized that the correlation between students’ and student teachers’ ratings of the frequency of teacher BAT use would be significantly higher than the correlation of either index with teachers’ likelihood‐of‐use ratings. This hypothesis was not supported: The BATs checklist did not fail this test of convergent validity. However, the results do not support the claim that the BATs checklist passed this test of convergent validity. Explanations for these results are offered and their implications are discussed. In brief, the present results suggest important considerations in the study of this important area of applied communication.