The management of school indiscipline in elementary school. Historical review and current reality (Master thesis)

Δουλγέλης, Γρηγόριος/ Doulgeris, Grigorios

This work was conducted as part of postgraduate studies at the Department of Primary Education, Democritus University of Thrace in the field «School Pedagogy and Diversity in Education (Intercultural Education, Special Education) during the academic year 2013-2014. The aim is to explore the issue of school indiscipline from both theoretical and empirical terms. The student disorder is one of the most serious problems of school life, and to some extent concerns all the people involved in education. There is constant reference to children who are indifferent during the lesson, disturb their schoolmates, behave violently, call names or cause damage to public property. In previous years, these inappropriate actions and behaviors dealt with severely painful means among which corporal punishment was the most usual. At present the above methods have been banned and replaced with other interventionist actions, each of which has a different degree of immediacy to the disobedient child, so as the teacher to be able to choose the most appropriate one for each incident. Lately, however, greater emphasis is now given on prevention of incidents of disobedience, project that depends on various factors such as the personality of the teacher, the role of director, quality and adequacy of school logistics etc. The fees, the imitation model and the establishment of rules as instruments for reinforcing the desired behavior play an important role in order to succeed in securing and maintaining discipline. Finally, research was conducted on a sample of 192 primary school teachers in the prefecture of Serres, the majority of which stated, inter alia, that the most common forms of school indiscipline are violence and aggression and highlighted the family of the children as a key cause of the disorderly student behavior. As for the correlation of the gender of the teachers to the answers they provided, it was also found that female teachers contrary to male ones rely on providing compensation and awards in greater frequency and they support more strongly that the absence of courses in basic studies hold back the effective treatment of student behavioral problems
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: School discipline--Greece
Keywords: Σχολική απειθαρχία,Μέσα ενίσχυσης επιθυμητής συμπεριφοράς,School indiscipline,Enhancement of desired behavior

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