Disciplinary approaches in the early years primary setting

Abstract

The aim of this research is to analyse the causes of disciplinary problems, as well as to establish some of the most adequate disciplinary approaches one can adopt in class. The study is based on a qualitative methodological approach. Eleven teachers, with varying levels of experience, from five different state Primary Schools around Malta, were interviewed. This was a semi-structured one with open-ended questions. The conducted study identified reasons for misbehaviour which included; boredom, attention-seeking, unhealthy upbringing, lack of understanding of a task and other personal reasons. A well-behaved class was not described as a quiet one but rather, one in which children participate during class, co-operate with each other and with the teacher, and above all, respect the class rules. The latter were given paramount importance by all teachers. Strategies for preventing disciplinary problems and dealing effectively with misbehaviours were discussed. Among these were; setting the best possible environment, integrating an effective reward system, delivering interesting lessons, using the notion of consequences, giving clear explanations, allocating specific time frames, using the time-out concept, ignoring certain unwanted behaviour and reasoning with the child. The author gives out suggestions which could be implemented as part of effective classroom management. A set of positively-framed class rules is proposed, together with a number of practical tips, designed in supporting teachers in tackling misbehaviour, whilst building a positive teacher-pupil relationship.