A Study On The Classroom Disciplinary Behavior Of Primary And Middle School Teachers

In recent years,the frequent occurrence of negative educational incidents such as teachers’ corporal punishment of students and students beating teachers have aroused widespread concern in the society.Teachers’ discipline behavior has been repeatedly questioned,and has even been pushed to the opposite of education.Punishment is a necessary educational method for classroom teaching in elementary and middle schools.It plays an important role in the growth of students and their adaptation to social development.Therefore,how to optimize and improve the discipline behavior of primary and middle school teachers to adapt to the development of modern education is the key.Concepts guide behaviors.The implementation of discipline behaviors of primary and middle school teachers is affected by the changes in discipline concepts.From ancient times to the present,the concept of teacher discipline has roughly experienced the "teacher rigor and respect" consciousness under the ancient Gangchang concept and the "criticism" under the modern democratic concept.The consciousness of persuasion and the consciousness of "partial reward,abolishment and punishment" under the modern concept of power and responsibility are three historical stages.Nowadays,teachers’ disciplinary concepts are also unreasonable under the influence of social public opinion and personal values,which leads to problems in teachers’ classroom disciplinary behaviors.In order to understand the current disciplinary concept of primary and secondary school teachers and improve the current classroom disciplinary behaviors of primary and secondary school teachers,the author conducted in-depth investigations through questionnaires,interviews and classroom observation methods,and analyzed primary and secondary school teachers’ perceptions of punishment,implementation of punishment behaviors,and punishment effects.Three aspects of the status quo.Based on the analysis of classroom observation records,the classroom performance of disciplinary behavior is divided into three levels: verbal punishment,non-verbal punishment,and delayed punishment.The analysis of each level reveals that the punishment effects presented are different.In the investigation of the status quo of teacher discipline behavior,it is found that the current primary and secondary school teachers’ classroom discipline behavior problems are mainly manifested as: teacher’s classroom discipline behavior is ethically lost,markedly emotional,disciplinary behavior is random,disciplinary reflection awareness is weak,and classroom discipline lacks systematic regulation five Aspects.The main reasons for the above problems are the teacher subject and the educational environment.Among them,the main part of the teacher is the primary and secondary school teachers’ lack of reasonable awareness of punishment and the ability to use it rationally,as well as the obvious competition between teachers and students for classroom rights;educational environmental factors This is because the school’s punishment system is not perfect,the negative orientation of public opinion is serious,and parents’ understanding of punishment is not equal to that of teachers.The reasonable implementation of classroom discipline behaviors of primary and secondary school teachers requires the protection of three levels of teacher discipline concepts,behaviors,and education laws and regulations: the improvement of concepts aims at the transformation of teachers’ classroom discipline awareness,and teachers need to improve classroom discipline ethics and strengthen the rational use of discipline Ability to make classroom discipline behaviors more effective;the standard of behavior aims at quantifying teachers’ classroom discipline standards,and it is necessary to refine the teacher’ s classroom discipline behavior standards to provide an operational basis for teachers in primary and secondary schools;the support of the system is to ensure teachers’ right to discipline The goal is to improve punishment-related laws at the national level,and establish a reasonable punishment guidance and education system at the school level.All sectors of the society need to understand and support reasonable punishment,so as to provide teachers with a better outside atmosphere for the reasonable implementation of punishment behaviors.