A Comparative Study On The Implementation Of Educational Discipline Between Novice Classroom Teachers And Experienced Classroom Teachers In The Lower Elementary School

Educational discipline is an important educational method to implement the fundamental educational task of establishing moral education and maintaining order in school education and teaching.It is also an indispensable way to cultivate students’ awareness of rules and promote their socialization.In recent years,the problem of "lack" and "abuse" of discipline in the implementation of educational discipline has become a growing concern.Since the lower elementary school is a critical period for students’ development,how classroom teachers in the lower elementary school implement educational discipline for students has become an urgent issue to be explored.In this study,six novice classroom teachers and six experienced classroom teachers in the lower elementary section of S elementary school were used as the subjects of the study.On the basis of investigating the current situation of their respective educational discipline implementation and analyzing the problems and causes,a comparative analysis of the current situation of educational discipline implementation between the two types of classroom teachers was conducted.Finally,we proposed strategies to optimize the implementation of educational discipline for novice classroom teachers in lower elementary schools,in order to provide some reference for the implementation of educational discipline for classroom teachers in lower elementary schools.The main findings of the study are as follows.First,in terms of the basis of educational discipline implementation,both types of lower elementary classroom teachers took laws and regulations and school rules,students’ characteristics,and parents’ attitudes as the basis of discipline implementation.The lack of theoretical knowledge of educational discipline is probably influenced by the lack of school-based training in this school.Compared with novice classroom teachers,experienced classroom teachers are better able to ensure the fairness of educational discipline based on the characteristics of students,and will take the attitude of students’ parents as the basis for selecting disciplinary measures rather than abandoning them.At the same time,the experienced classroom teacher’s own experience in discipline is also an important basis for discipline implementation.Second,in terms of motivation for discipline,both types of lower elementary classroom teachers have both internal and external motivations,and both implement discipline for disciplinary reasons and poor learning attitudes.However,compared to novice classroom teachers,experienced classroom teachers are more motivated by their own sense of responsibility than by the need to establish authority.Moreover,novice classroom teachers are more concerned about students’ safety during school,while experienced classroom teachers are more concerned about students’ personal moral character.Third,both types of teachers in the lower elementary classroom use communicative,compensatory,and deprivation forms of discipline.In addition,experienced classroom teachers use the natural consequences approach.Novice classroom teachers also use contact discipline,"zero discipline," and "sit-in".Experienced classroom teachers are more concerned with the "discipline" rather than the "punishment" of students than novice classroom teachers.Under the influence of this concept of discipline,experienced classroom teachers will use more diverse and educationally meaningful disciplinary methods.Fourth,in terms of the effectiveness of discipline,both types of teachers in the lower elementary classroom showed a change in students’ behavior.However,experienced classroom teachers generally do not experience disciplinary failure and students make fewer mistakes after discipline is administered.Novice classroom teachers,on the other hand,may experience disciplinary failure and recurrence of student misbehavior.In terms of the reasons that influence the implementation of discipline in both types of classroom teachers,the internal factors are mainly disciplinary concepts,disciplinary competence,and disciplinary reflection,while the external factors are mainly at the school level,parent level,and teacher-student relationship.In contrast,novice classroom teachers are also influenced by the stage of development they are in.Experienced classroom teachers are influenced by their own disciplinary "experience base" and office teamwork.Based on the above analysis,the following optimization strategies are proposed: First,the school level can improve the disciplinary concept of classroom teachers through school-based training,improve the basis,develop school disciplinary rules and regulations,promote community building,and organize experience sharing sessions to achieve "punishment" and "boundary "The second is that classroom teachers can improve the concept of discipline and the basis of discipline by improving the rules of school discipline,promoting the building of a community,and organizing experience sharing sessions.Secondly,classroom teachers can improve their professional knowledge,strengthen discipline theory,strengthen their professional ability,explore the art of education and discipline,pay attention to reflection,base on wrong behavior correction,express care,and open two-way communication with students’ parents to achieve "strict" and"love"."The students’ parents should be able to communicate with each other in a two-way way.Finally,parents can have "trust" and "supervision" by changing their mindset,learning about discipline,strengthening understanding,promoting understanding and trust,paying attention to supervision,and actively participating in discipline.