The Class Teacher’s Participation In The Operation Of School Discipline

In the school context,discipline is an important way or means to regulate,restrict and even shape students’ values,concepts and behaviors.Between school discipline and students,the class teacher often plays an intermediary role and plays multiple roles.At present,most of the researches on school discipline focus on its value orientation and practical function,among which the researches focusing on the teacher’s perspective mostly focus on the teachers’ classroom discipline strategies,but less on the dynamic participation of the class teacher in the process of school discipline operation.In view of this,this study focuses on case studies to gain insight into and analyze the behaviors and roles of class teachers involved in the operation of school discipline and the factors that influence them,and on this basis,to attempt to reflect on theories and propose strategies for optimization.Based on the existing research,this study defines the operation of school discipline as the actual process of school discipline acting on students.In this study,Class E of School D was selected as the site,and the class teacher of Class E was taken as the case.A long period of field observation and in-depth interview were conducted,as well as interviews with school administrators,related students and teachers.Rich research data were collected and coded,classified and analyzed.This study found that:(1)The class teacher mainly participates in three steps:establishing the discipline requirements,following up the daily discipline situation and dealing with disciplinary violations.In the process of participation,the class teacher adopts various ways,such as reading the school regulations and making the class rules,keeping a close eye on students’ behaviors according to the timetable,reviewing the students’ behaviors,supplementing the requirements,reminding the students,adjusting the seats,communicating or dealing with the violations according to the school process;(2)In the process of participation,the class teacher plays multiple roles such as executor,maker,administrator and educator for school discipline and students,among which the executor and administrator are underlined in process,purpose and action choice;(3)The universal and managerially effective nature of school discipline,the class teacher responsibility system and the procedures for dealing with disciplinary violations,the class teacher’s personal discipline concept,rich experience and the existing negative experience,the different gender and personality types of students,the different expectations and parenting styles from their family are all affects the class teacher’s participation in the attitude and action.Based on the actual participation of the class teacher and the nature of school discipline itself,this study holds that the class teacher should take the individual needs of students as the basis point,maintain the discipline authority as the principle,and promote the freedom of students as the purpose in the process of participating in school discipline operation.However,in reality,the participation of the class teacher and students in the process of discipline making is biased,the personal authority of the class teacher in following up the discipline leads to the inconsistent development of students’ behavior,and the management means and efficiency in regulating students is overweighted.Based on this,this research suggests that school should adhere to a combination of top-down and bottom-up principles to formulate discipline requirements,organize class teachers to exchange discipline education experience,establish the responsible system of the cooperation between the class teacher and the course teacher,improve the home-school communication and cooperation in school discipline operation,promote the establishment of education oriented qualitative evaluation system.