A Research On Preschool Teachers’ Classroom Discipline Management Behavior

Classroom discipline is a problem often mentioned in kindergarten’s collective teaching. Guided by rules, it takes place in the interaction between teachers and students and among students. Classroom discipline can be simply concluded as rules that must be obeyed by preschool children in collective teaching. Teacher’s classroom discipline management behavior refers to behavior in the classroom environment. It is mainly due to manage children’s behavior. It can not only discipline children’s behaviors, but also influence children’s moral level.The author got in by preschool teacher’s management behavior in classroom discipline. The author notes were divided into teacher’s preventative management behavior and teacher’s classroom discipline management behavior.There are mainly three aspects of teacher’s management of children’s behavior. The first one is children’s lack of ability in managing their own behavior. The second one is the conflicts among children. The third one is children behavior of following teacher’s order. The order divided it this way because there are only three kinds of relationship in collective teaching. Vernon F. Jones&Louise S. Jone and LiSen as well as PanGuangWen also devided it this way.Preventative classroom discipline management behavior refers to those classroom disciplines management behaviors that take place before disciplinary offence, of which the purpose is to prevent children disciplinary offence behavior. Classroom discipline management behavior refers to the management that takes place after children’s disciplinary offence behavior. In collating of dato, the author divided the data according to the situational context of preventative management bahavior and disposition. According to the content and method the teachers used,the author divided preventative classroom discipline behavior into two kinds.The first kind is pointed to stories and games.The second is pointed to enjoin and explanation.The disposition of classroom discipline offence is also divided into two kinds.The first one is the application of discussion and understanding.The second uses model demonstration.The author selected21examples observed and put them into the data.The author did the investigation and survey in September,2013in a kindergarten.During the time,87collective teaching activities in four classes(the bottom class,aged fro,3to3.5years old;the middle class,aged from3.5to4years old;the top class,aged from4to5years old and the top top class,aged from5to6years old) were observed. Six teachers were interviewed. Four hundred pages of notes and thirty pages of interview record were written.The author adopted the qualitative research approach. Participant observation and participatory observation were used. The record was done by video taking and note taking. Some field notes were taken on the interview of teachers. The data were then integrated to explore and analyze and explain the meaning of preschool teacher’s classroom discipline management behavior.The author explore and analyze the meaning of teachers’classroom discipline management behavior both from children’s lay and teachers’ lay, by collating teachers’ classroom discipline management behavior. From children’s lay, preschool teachers’classroom discipline management behavior can help children to cultivate virtues and positive feelings. From teachers’ lay, it reflects teachers’respect for children, love for children and deep level of heart communication with children.