Classroom management in the teaching practice at primary school

144 Snježana Močinić, Catina Feresin, Ariana Moscarda

Original scientific paper UDK:371.213.1

CLASSROOM MANAGEMENT IN THE TEACHING PRACTICE AT PRIMARY SCHOOL

Snježana Močinić

Department of Educational Sciences, Juraj Dobrila University of Pula

Catina Feresin

Department of Medicine, University of Padova (Italy)

Ariana Moscarda

Department of Educational Sciences, Juraj Dobrila University of Pula

Abstract

The main purpose of our research was to investigate how to manage a primary school class. In the theoretical section of our study, we noticed that scientific literature about this topic emphasizes the historical shift from disciplining students to managing a class. This change is particularly important for creating better relationships between teachers and students, thus achieving an effective learning.

In the empirical section, we collected opinions from a group of teachers from primary schools in Istria and Rijeka about perception of conduct by means of a standardized questionnaire. The obtained results are interesting: teachers perceive collaboration among students, teachers and parents as a considerably important factor which influences the behaviour of the class in a positive way. These results also indicate that pre-established rules of correct behaviour create a more mature sense of responsibility in children of such young age.

Keywords: discipline; effective learning; positive collaboration among teachers, students and parents; pre-established rules of correct behaviour.

145 CLASSROOM MANAGEMENT IN THE TEACHING PRACTICE AT PRIMARY SCHOOL

Introduction

In the past, memories about school were associated with obedience and listening to the authority of the primary-school teacher, which was enforced by means of caning and punishments. Discipline in class meant obeying authority without discussion. However, momentous changes have taken place since, resulting in different experiences from the ones our grandparents went through; nowadays, corporal punishment is considered unacceptable, and if cases of violence in education do occur, they are publicly condemned. Pedagogical assumptions, theories, and conventional concepts have changed over time, and consequently so did the framework of reference for what discipline is. Despite the achieved progress, the topic of discipline is still of paramount importance for both beginner teachers and experienced ones, without a great deal of difference. A class of disciplined and respectful pupils is what the majority of teachers want. This wish is most likely destined to be unfulfilled as teachers know what the objective is, but the path towards the achievement of that objective remains unclear. Training courses and Pedagogy and Psychology books can help only to a certain extent, as they deal with this issue in a predominantly theoretical way, leaving the teacher without any practical instructions on how the various situations that arise in the classroom on a daily basis need to be handled.

1. The issue of classroom management

The German author Bueb (2007) states that in the second half of the 20th century, due to the anti-authority movements, the concepts associated with inequality of power (such as authority, obedience, submission and discipline) were banned, which resulted in a diminished significance of pedagogical activity of parents and teachers. However, even today there is an authoritarian side to teaching, because it is based on the "will to direct the action of others" in obtaining expected changes, which in turn causes "an asymmetric relation and... related problems of power management in teaching and classroom activities" (Castoldi et al., 2007, 146-147). These problems originate from the conflict between manifestations of educational power on the part of the teacher, aiming to obtain the collaboration and participation of pupils, who in turn need to acquire the relevant cultural content and to develop competencies. If the teacher has to enforce his/her authority to gain pupils' collaboration, his/her power wanes until there is no power left at all. Ideally, pupils would agree spontaneously to the teacher's requests and would be ready to follow his/her lead, while passivity on their part can bee seen as an indication of the teacher's failure. Consequently, the power to educate is not a quality which is guaranteed by the professional role, but it is something to be earned and constantly fostered. If, in the past, obedience in the face of authority was a pupil's moral


duty, in the post-modern society legitimation of power must be based on dialogue and on recognizing the emotional scope of interpersonal relations that are established in the classroom.

Discipline emerged as one of the most important factors that influence the educational and school life of teachers and pupils forty years ago (D'Alonzo, 2004). Starting with the 1970’s, an important body of research dealing with the topic of conduct has brought about a historical evolution in the approaches to classroom management. Various models of discipline emerged, from the more restrictive to the more uncontrolled ones, from those based on reinforcing correct behaviour to the ones which envisage a substantial use of punishment, all endeavouring to underline the importance of classroom relations for effective learning. According to the authors consulted, discipline can be classified into three categories – preventive, supportive and corrective – while teachers’ classroom behaviour can be hostile, assertive and non-assertive, or democratic, authoritarian or permissive (Buccoliero & Maggi, 2009; Gordon, 1989; Charles, 2002; D'Alonzo, 2004; Salerni, 2005, Allen, 2010). To prevent behaviour problems from arising, the humanistic approaches (Gordon, 1989; Rogers, 1973 in Castoldi et al., 2007, Charles, 2002, Allen, 2010) underline the importance of engaging pupils in the selection of activities and in the formulation of rules of conduct, and claim that it is necessary to focus school life on pupils and their interests. On the other hand, behaviourism (Skinner in Charles, 2002, Phelan, 1995) envisages solving discipline issues by offering the initiative to the teacher, who needs to intervene each time it is necessary to modify what is considered unacceptable behaviour from each pupil, wisely gauging positive or negative reinforcement. The socio-cognitive trend underlines the role of the teacher as the organizer of the learning process who advances significant and meaningful teaching activities, encourages the pupils' ability to learn by using methods and strategies which correspond to their cognitive capacity, fosters cooperation between pupils, avoiding the emergence of discipline problems through careful planning (Castoldi et al., 2007, Marzano & Marzano, 2003).

In recent years, the approach towards discipline in class has changed: the concept of maintaining discipline to control the group has transformed into classroom management, a concept that extends to include all activities related to classroom organization. Classroom management involves many factors such as: a motivating environment which takes into account each pupil's needs, an interesting educational package, involvement on the part of the pupils and their collaboration with teachers, careful choice of the teaching methodology, teaching materials, the learning environment and the time needed for learning, as well as attention to intervention procedures regarding conflicts (Charles, 2002, 132-152; Marzano & Marzano, 2003, 8-9; D'Alonzo, 2004, 111-112; Castoldi et al., 2007, 158-159). Matched with this complex and sophisticated awareness of the factors affecting the classroom, a strong belief that the professional ability in classroom management is something that needs to be


learned is slowly emerging. This belief is slow to emerge, though, due to the fact that the initial training of teachers rarely includes modules on classroom management (Castoldi et al., 2007; D'Alonzo, 2004; Allen, 2010). Consequently, beginner teachers often feel unprepared to perform successfully and coordinate teaching, administrative and disciplinary activities, and they often complain about the insufficient preparation for classroom management they receive during their studies (Allen, 2010). The difficulty of classroom management also depends on children's ever-increasing behaviour problems. The American School Counselor Association noticed that 18% of pupils have special needs and require extraordinary intervention and treatment that go beyond the typical resources available in the classroom. The attention-deficit disorder and the hyperactivity disorder are among the most common disorders, the latter being present in 3-5% of schoolchildren according to the estimations of A.I.D.A.I.7.

Since conduct is a key concern for teachers, they need to possess social and relational competences to assist them in managing the classroom and creating a motivating working environment. Knowing how to establish rules of work is essential, as teachers need to agree with pupils on what is deemed as acceptable and disruptive behaviour. In instilling discipline in the classroom, both the role of the teacher and that of the pupil are of major importance, as well as the way in which teachers manage the class (Charles, 2002, Dozio, 1995, Salerni, 2005; Marzano & Marzano, 2003).

Research indicates that future teachers develop their perceptions about models for classroom management from their own experiences as students, from classroom management practice observed in the schools where their traineeships and lessons on this topic took place during university education (Allen, 2010). Presumably, the impact of this learning is determined by the variety and quality of what the students have observed in their classrooms and studied at university. If the models offered by the teachers and the mentors were monotonous or of low quality, future teachers will have a limited number of competencies to use as role model, some of which will be of dubious value.

7 A.I.D.A.I. - Associazione Italiana Disturbi Attenzione e Iperattività (Italian Association for

Attention-Deficit and Hyperactivity Disorders), http://www.aidaiassociazione.com/storia.htm

Last retrieved on 3.11.2013


2. Empirical survey on classroom management in primary schools

2.1. Research methodology

The empirical survey has been carried out by means of a Questionnaire on the perception of conduct8, with the purpose of collecting the opinions of teachers on the topic of discipline. The questionnaire was distributed to the teachers of lower-level classes in the Italian elementary schools in Istria and Rijeka.

The observation instrument consists of six scales containing a series of statements, and for each of them the teacher is asked to express the extent to which he/she agrees or disagrees as to:

1. the social and relational behaviour of pupils;

2. the reasons behind the pupils’ bad conduct;

3. the effects of conduct on school results;

4. the interventions to solve disciplinary problems;

5. the impact of context variables;

6. the role of the teacher

The questionnaire, created using the Likert scale, is the most widely used approach for measuring attitudes, allowing respondents to specify their level of agreement or disagreement on a five-point scale: "Strongly disagree", "Disagree", "Neither agree nor disagree", "Agree", "Strongly agree".

The following paragraphs offer a presentation, analysis and commentary of the data regarding the six scales that constitute the questionnaire and the various sub-scales obtained by means of a specific analysis of the responses. In particular, the average rating of responses to the statements that constitute the various sub-scales with their relative data shown in the tables was analysed. For each statement which constitutes a sub-scale, the total number of responses (N), the average rating of the responses (M), the lowest rating of the response (Min.), the highest rating of the response (Max.), and the standard deviation of the responses (DS) are indicated.

The following is the analysis of tables based on scales and sub-scales:

1. Social and relational behaviour of pupils

1.1. Respecting the main rules of coexistence as a group

1.2. Conforming to the main rules of good manners

1.3. Respecting teachers

8 The questionnaire was adapted according to the model of Salerni A., (2005). Discipline

at school, Carocci, Roma.


2. How teachers explain bad conduct

2.1. Mutual interest of both school and pupils

2.2. Training for self-control

2.3. Influence of disciplinary measures

2.4. Participation in social life

2.5. School-set limits

3. How to solve disciplinary problems

3.1. Evaluation of conduct

3.2. Function of disciplinary measures

4. The impact of context variables

4.1. Family environment

4.2. School - family relationship

4.3. Parents' role

4.4. The influence of television

5. What happens in the classroom: the role of the teacher

5.1. Relationship with pupils

5.2. Disciplinary action

5.3. Relationship with parents

5.4. Observing rules of coexistence

2.2. The subjects involved in the research and the method

Sixty-five teachers participated in the survey (60 women and 5 men). The questionnaire was distributed to a target sample of subjects that included all teachers of the first four grades working in elementary schools in Istria and Rijeka. The respondents were offered information on the purpose of the survey and on the privacy regarding the data. The questionnaires were anonymous as respondents’ personal information were not required.


2.3. Discussion of results

Table 1: Teachers' perception of pupils' social and relational behaviour - respect for the main rules of coexisting as a group

A pupil has a good conduct if: N Min. Max. M DS

Does the homework regularly 65 0 5 4.14 1.029

Does not ask to go out of the classroom often

65 1 5 3.28 1.068

Comes to school on time 65 0 5 4.43 0.770

Pays attention during lessons 65 2 5 4.51 0.616

Is not absent from school too much 65 0 5 2.69 1.236

His/her notebook and homework diary are in order

65 2 5 3.97 0.901

Brings the necessary books 65 2 5 4.23 0.862

The desk is in order 65 2 5 4.02 0.739

Does not copy during tests 65 0 5 4.00 1.075

In evaluating conduct, teachers attach a great deal of importance to the respect for the main rules, both implicit and explicit, of coexistence within a group. As can be seen from Table 1, some elements are deemed as very important by teachers: doing the homework regularly, coming to school on time, paying attention during lessons, bringing the necessary books, keeping the desk in order, all with an average rating higher than 4. The respondents do not believe that the number of absences or asking to go out of the classroom often have a high relevance on conduct.

Table 2: Teachers' perception of pupils' social and relational behaviour - conforming to good manners rules


Is neatly clothed 65 1 5 3.42 1.029

Does not address teachers informally 65 1 5 3.35 1.165

Does not use swear words 65 0 5 4.57 0.770

Sits at the desk in an orderly way 65 2 5 3.77 0.786

Teachers agree about observing some of the rules of good manners (Table 2). The majority of the respondents believe that talking in an educated manner without using swear words, and sitting at the desk in an orderly way are rules to respect and enforce. However, only a limited number of teachers agree with the statement "a pupil has a good conduct if he/she does not address teachers informally" or if "is neatly clothed".


Table 3: Teachers' perception of pupils' social and relational behaviour - the respect pupils show towards teachers


Feels sorry if the teachers reprimand him/her 65 1 5 3.88 0.875

Collaborates with the teacher 65 2 5 4.40 0.581

Attaches value to the teachers' evaluation 65 2 5 3.95 0.856

The respect pupils show to the teachers is deemed to be a factor that speaks in favour of good behaviour (Table 3). Interestingly, on the basis of the collected data, teachers believe that a pupil's conduct is good if he/she collaborates with the teacher, or if the teachers' evaluation or their reprimand matters to the pupil. The authors Fredric Jones and Linda Albert (in Charles 2002, 133, 159) are worth quoting as they define discipline as a result of cooperation between the teacher and the pupil. This theory is confirmed by the degree of teachers' agreement with the statement "A pupil has a good conduct if he/she collaborates with the teacher".

Table 4: Teachers' perception of reasons leading to bad conduct from pupils - mutual interest between school and pupils

Bad conduct at school depends on: N Min. Max. M DS

Teachers take little interest in pupils 65 1 5 2.28 1.139

The contents of the lessons are not stimulating for the pupils

65 1 5 2.65 1.096

The school does not satisfy pupils’ interests 65 0 5 2.58 1.130

Minimum collaboration between teachers and pupils

65 0 5 2.35 1.178

Little time is dedicated to getting to know the pupils better

65 0 5 2.38 1.271

In Table 4, the statements connect pupils' conduct with the care that teachers show towards their pupils and the performance of the lessons. We can see from the respondents’ answers that they disagree on the fact that conduct can depend on teachers taking little interest in the pupils, on the fact that school does not show interest in the pupils, on the collaboration between teachers and pupils, and on the little time which is dedicated to getting to know the pupils better or on the fact that the content of the lessons is not stimulating. The respondents’ opinion is in stark contradiction with the results obtained in the scale regarding the qualities that a teacher must have in order to manage the discipline in the classroom in a satisfactory manner.


Table 5: Teachers' perception of reasons leading to bad conduct from pupils - from education to self-control


Pupils are not being given responsibilities 65 2 5 3.88 0.875

Teachers enforce behaviour control 65 0 4 2.32 1.032

Pupils do not have spaces in which they feel protected

65 0 5 2.52 1.312

Teachers do not encourage discussions on topics where there is a difference of opinions

65 1 5 2.49 1.077

An in-depth analysis of the answers from Table 5 shows an averagely high agreement regarding the statement "Bad conduct at school depends on the fact that pupils are not being given responsibilities", while all teachers disagree with the other statements.

Table 6: Teachers' perception of reasons leading to bad conduct from pupils - the influence of disciplinary measures


Little importance is given to teachers' disciplinary measures

65 0 5 3.38 1.112

Pupils question teachers' decisions too much 65 1 5 3.63 1.054

Very few disciplinary punishments are given 65 1 5 3.28 1.097

The mark given for conduct is not decisive for passing

65 0 5 3.11 1.106

On the topic of disciplinary measures, as shown in the Table 6, teachers generally tend to feel the same way. The statement that most teachers agree on is that "Bad conduct at school depends on the fact that pupils question teachers' decisions too much". This statement matches the opinions of Jane Nelsen, Lynn Lott and H. Stephen Glenn (in Charles, 2002, 207), who believe that discipline problems gradually become insignificant in classes in which there is a climate of acceptance, dignity, encouragement and above all respect.

As can be seen from the data in Table 7, the teachers surveyed do not believe that participation in classroom activities and generally in social activities are elements that can explain pupils' bad conduct.


Table 7: Teachers' perception of reasons leading to bad conduct from pupils - the pupils' participation in social activities


Pupils do not feel free to express their own opinions

65 0 5 2.32 1.133

Very few group activities take place 65 1 5 2.48 1.047

Pupils have to listen passively 65 1 5 2.42 1.117

The four statements in Table 8 concern the organisation of the school timetable, teachers' preparation and their leadership.

Table 8: Teachers' perception of reasons leading to bad conduct from pupils - the limits of the school


Teachers enforce too many behaviour rules 65 1 5 2.25 0.902

The timetable of the lessons is too tiring and badly organised

65 1 5 3.03 1.212

Class rules are not agreed upon with the pupils 65 1 5 2.57 1.224

Teachers are not sufficiently prepared 65 1 5 2.35 1.096

The data show that teachers are uncertain whether bad conduct at school depends on the fact that the timetable is too tiring and badly organised, while they pretty much disagree with the statement that bad conduct can depend on class rules which are not agreed upon with the pupils, on too many behaviour rules enforced by the teachers or on the insufficient preparation of teachers. The results obtained do not match the body of research which considers rules and the participation of pupils in the classroom life as an important factor in the prevention of bad conduct.

Table 9: Teachers' perception of the interventions needed to solve disciplinary problems - the evaluation of conduct in order to pass

To solve conduct problems N Min. Max. M DS

Sending away students who disturb the class is useful

65 0 4 2.31 1.089

Indicating marks for behavior of undisciplined pupils in the school register is useful.

65 1 5 3.62 0.913

Punishing pupils who are busy doing something else during the lesson is fair

65 1 5 3.51 0.904

School suspension for pupils who have already been subject to disciplinary action is useful

65 1 5 2.92 0.989


With regard to the function of disciplinary actions, more than a half of the teachers who participated in the survey perceives them as a deterrent and support their use as a means of classroom control, as shown in Table 9. Most of the teachers believe it is useful to indicate marks for behavior of undisciplined pupils in the school register, while they disagree on the topic of sending away students who disturb the class. Punishments are useless also according to Barbara Coloroso (in Charles, 2002, 279) who believes that discipline that teaches pupils to learn from their own mistakes, without punishing them, is useful.

Table 10: Teachers' perception of the interventions needed to solve disciplinary problems - the function of disciplinary measures

To solve conduct problems N Min. Max. M DS

Very undisciplined pupils must not be promoted 65 1 5 2.69 0.983

Failing students by giving them the mark 1/10 in conduct would be useful

65 0 4 2.38 1.041

As far as the evaluation for the purposes of promotion is concerned, by examining Table 10 the teachers' disagreement becomes quickly apparent, as failing students by giving them the mark 1/10 in conduct would not be useful.

Table 11: Teachers' perception of the impact of context variables - pupils' family and social environment

Generally N Min. Max. M DS

Undisciplined pupils come from families in which they are given everything they want

65 1 5 3.38 1.234

Undisciplined pupils come from a low-culture background

65 0 5 2.11 0.831

Undisciplined pupils come from a poorly educated family background

65 1 5 2.38 0.764

Undisciplined pupils come from a family background with internal problems

65 1 5 3.69 1.045

Generally, as Table 11 shows, teachers perceive the family environment as a factor that can determine the disciplinary behaviour of pupils.

Teachers generally agree with the statement "Undisciplined pupils come from a family background with internal problems and from families where they are given everything they want"; while they disagree with the statement, "Undisciplined pupils come from a low-culture family background or from a poorly educated family background".


Table 12: Teachers' perception of the impact of context variables - parents' role


Parents do not show respect towards teachers 65 2 5 3.69 0.934

Parents are often in conflict with the teachers 65 0 5 3.34 1.035

The family does not know what the children are doing at school

65 1 5 2.89 1.048

There is little collaboration between family and school

65 0 5 2.65 1.067

In this survey, insufficient participation of the family in the school life of their children and the limited collaboration between family and school are perceived by teachers as factors that have a significant impact on pupils' conduct. Conversely, teachers agree with the other two statements regarding the teacher-parents relationship and thus confirm Albert's theory (in Charles, 2002, 159), according to which teachers need to establish cooperation with both pupils and their parents in order to develop a good discipline system.

Table 13: Teachers' perception of the impact of context variables - the type of relationships they have at school


Parents pay little attention to their children's education

65 2 5 3.75 0.884

Families do not take action against undisciplined children

65 2 5 3.95 0.779

Parents do not check whether their children do their homework

65 2 5 3.62 0.860

The family does not educate the child to respect rules

65 1 5 3.45 0.969

According to the teachers’ answers to the statements regarding the role played by parents (Table 13), the absence of the family in educating children and in checking the children's compliance with the rules is perceived. In particular, the teachers agree with the statement "Families do not take disciplinary action against undisciplined children".

The last remark regards the influence of television which turned out to be the context variable perceived by the teachers as a factor with a major influence that can determine pupils' conduct.


Table 14: Teachers' perception of the impact of context variables - the influence of television


Television shows that success in life does not depend on studying hard

65 2 5 3.97 0.749

Television shows that obeying the rules is not rewarding in life

65 0 5 3.89 0.954

Analysis of the data shows that according to the surveyed teachers, television "shows that success in life does not depend on studying hard" and that obeying the rules is not rewarding in life. The degree of agreement among teachers coincides with Buccoliero and Maggi's views (2009, 59) who argue that the media exercise a considerable influence by suggesting and spreading negative cultural models by means of images coming from show business, politics and sports, with pupils ultimately emulating such incorrect behaviour.

Table 15: Teachers' perception of the teacher's role - the relationship with pupils

A teacher can achieve good conduct in class if: N Min. Max. M DS

Takes interest in the psychological problems of the pupils

65 0 5 4.17 0.876

Engages the class in the teaching activities 65 0 5 4.25 0.902

Encourages pupils to establish behaviour rules together

65 0 5 4.28 0.839

Adapts the syllabus to the pupils and tries to make lessons interesting

65 0 5 4.35 0.799

Does not humiliate pupils who do badly at school

65 0 5 4.35 0.891

Encourages pupils to talk 65 0 5 4.28 0.839

Is capable of handling opinions which differ from his/her own

65 0 5 4.26 0.735

Talks directly with difficult pupils 65 0 5 4.29 0.879

Taking into consideration all the answers to the statements in Table 15, there is a substantial degree of agreement between the surveyed teachers. The majority of them consider that taking charge of educational problems of their pupils is the fundamental task of the teacher in order to avoid conduct problems. In particular, teachers believe that it is possible to obtain good conduct in class if the syllabus is adapted and made interesting, if the pupils are encouraged to talk and to establish rules of behaviour without humiliating pupils who are under-performing.


Table 16: Teachers' perception of the teacher's role - the disciplinary action

A teacher can obtain good conduct in class if: N Min. Max. M DS

Inserts marks in the school register only when necessary

65 0 5 3.22 1.053

Punishes the undisciplined pupils and thus sets an example

65 0 5 3.17 1.269

Gives a poor mark to undisciplined pupils 65 0 5 2.18 0.917

With regard to the use of disciplinary actions (Table 16), teachers on average agree with giving marks in the school register and with punishing undisciplined pupils in order to set an example, while they disagree with the statement that "A teacher can obtain good conduct in class if he/she gives a poor mark to undisciplined pupils".

Table 17: Teachers' perception of the teacher's role - the relationship with families


Avoids involving parents into pupils' disciplinary problems

65 0 5 2.15 0.956

Regularly informs parents about the pupils' behaviour

65 0 5 4.42 0.768

The parents' function and role in solving disciplinary problems is considered to be of major importance by the teachers. Table 17 shows that teachers disagree with avoiding to involve parents in pupils' disciplinary problems, while almost all agree with the statement that parents need to be informed about the pupils' behaviour. Albert's theory (in Charles, 2002, 159), which speaks in favour of the need for cooperation between teachers and parents for the well-being of the pupil, is yet again confirmed.

Table 18: Teachers' perception of the teacher's role - the respect for coexistence rules


Requires pupils to be seated neatly 65 0 5 3.42 1.130

Reprimands pupils who arrive late to school 65 0 5 3.55 1.076

Demands to have silence in the classroom 65 0 5 3.35 1.230


Lastly, the statements regarding coexistence rules and the rules teachers deem necessary in order to have good conduct in class generally meet the approval of the surveyed teachers. This attitude is in tune with the answers the teachers gave for other statements in the questionnaire, in which the overwhelming majority stated that pupils' conduct means respect for certain rules of civil coexistence and observance of certain good manners.

3. Conclusion

A productive environment in the classroom is the key element for unlocking the pupils' mental energy and directing it towards learning abilities and contents. Balanced social interactions, active participation in the educational project, pupils' participation in the construction of rules, collaboration with parents, interesting and engaging teaching activities, appropriate cognitive load and learning pace suited for the class, teaching quality and other factors which influence classroom management, guarantee such an environment. The teacher can contribute with his/her authority, with the respect shown to him/her by the pupils, but above all, with the relations and the dialogue he/she establishes with the pupils. Thus, according to recent theories, the teacher cannot limit himself/herself to eliminating unruly behaviour to ensure order in the classroom, but he/she also must take care of the overall educational practices aimed at ensuring favourable conditions and optimising learning while preventing the occurrence of behavioural problems.

The conducted empirical survey was aimed at tracking teachers' opinions in the elementary schools of Istria and Rijeka on the topic of discipline. The analysis of the data from the statistical survey shows that the respondents believe that respect for the coexistence rules within a group matters greatly, just like good manners and a good collaboration and communication between teachers and parents and teachers and their pupils, as factors that have a positive impact on the pupils’ behaviour. On the other hand, bad conduct at school cannot be improved by asking the pupils to leave the classroom and failing them, while it can be useful to give pupils more responsibility, to adapt the syllabus and make it more interesting, to encourage pupils to talk and establish rules of conduct without humiliating those who perform badly. The majority of the respondents agreed on taking charge of the pupils' educational problems and on the influence of the media, which have a considerable impact in suggesting and spreading negative cultural models. To conclude, the teachers who took part in the survey believe that a good conduct in the classroom depends primarily on factors that can be influenced on, such as school life organisation and a good collaboration with pupils and their parents.

Some answers in the survey are contradictory to each other, which indicates that the respondents find it difficult to move from the concept of discipline as suppressing unacceptable behaviour to that of classroom management. The latter is based on a variety of factors that contribute to


creating an environment of mutual respect, encouraging pupils to take responsibilities, establishing and accepting rules and making them part of a system that allows for the implementation of those rules in order to achieve common interests.

In our opinion, more research is required on the topic of discipline in the classroom and more attention needs to be paid to provide future teachers with the proper tools in classroom management. Namely, initial training at the university should use the results of conducted studies on classroom management as a source of training programmes for future teachers (Allen, 2010). Furthermore, in order to improve their competence in classroom management, teachers need to attach importance to practical experiences and to their traineeships, which should be based on a high-quality collaboration between Universities and the schools offering the said traineeships (Meyer 2002, 224).

References

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9.) Gordon T., (1989). Né con le buone nè con le cattive. Bambini e disciplina, Bari, Molfetta: Edizioni la Meridiana.

10.) Marzano, R. J., Marzano, J. S., (2003). The Key to Classroom Management, Educational Leadership, 61 (1): 6-13

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12.) Phelan T. W. (2002). 1-2-3 MAGIC. Disciplina efficace per bambini dai 2 ai 12 anni. Editore Il Grande Noce

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http://www.psicoterapia.name/5disciplina.pdf

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