Comparing the commonalities and differences of classroom discipline styles among experienced and new teachers
Comparing the commonalities and differences of classroom discipline styles among experienced and new teachers
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Issue Date
2008
Authors
Medlin, Sandra
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Abstract
This qualitative semi-structured interview research study explored the commonalities and differences of classroom discipline styles among experienced and new fourth/fifth grade teachers. The participants (2 new and 2 experienced teachers) were interviewed to learn about their classroom discipline styles, how they would apply their styles to 2 misbehavior scenarios and what recommendations each group would give the other. The scenarios came from C. M. Charles' book Building Classroom Discipline (1992) and participants' responses were analyzed to determine which theorist their styles most exemplified.
The interviews were audio taped, transcribed and analyzed for emerging themes. The findings indicated that new teachers agreed that all students should be using a planner or some type of daily homework recorder that would increase communication with parents. They also utilized recess restriction as motivation to turn in homework. Experienced teachers agreed that educators should teach and use positive peer pressure and group points to help manage student behavior. In determining one's classroom discipline styles, both new and experienced teachers suggested the use of group work, optimal parent communication, and observations of other teachers to inform classroom discipline styles. Responses to the misbehavior scenarios revealed that when a student is not on task, that three of the four teachers aligned themselves with Jones' (1987) theory of partnering the student with a more focused peer. Two of the four participants agreed with Skinner's theory (as cited in Charles, 1992) of restating the classroom rules and acknowledging the student when the rules are followed. In regards to students who cannot refrain from talking, it was found that all four participants agreed with Kounin's theory (as cited in Charles, 1992) of changing the environment that the student is in to achieve the greatest work production. In addition, two of the four teachers aligned their comments with Jones' model, which suggested giving non-verbal cues to each student. Recommendations from each group (new and experienced) for the other group are discussed. It is hoped that the findings will inform how both new and experienced teachers can improve their classroom discipline styles.
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Teaching