| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士在職專班 === 104 === This study aimed to explore how a lower grade elementary school teacher could develop positive discipline strategies especially tailored for the management of her own classroom by reflecting in depth upon her own experiences of coping with the actual situations happening in her classroom. Through the application of 19 positive discipline methods derived from 8 strategies, the researcher proved to have not only lifted her classroom management skills to a higher level but also boosted her professional growth as a second grade homeroom teacher.
Following the action research approach, this one-year-long study went through cycles of planning-action-observation-reflection and gathered a collection of data from the researcher’s second grade class of 18 students via the use of multiple qualitative research tools including classroom observation, reflective journal, interview, as well as document analysis. After a cumulative series of literature review, planning, tryout and discussion, this study came to the following conclusions:
1. Positive discipline strategies can be translated into practicable methods suitable for lower grade classroom management in elementary school.
2. Classroom management methods developed from positive discipline strategies tend to have good efficacy.
3. Taking time to dynamically develop classroom management methods from positive discipline strategies in response to the current classroom situations is worthwhile, for it will not only improve the teacher’s power to handle the class but also help the teacher with professional growth as a whole.
Finally, based on the results, this study offers some suggestions accordingly to teachers, schools, and educational administration organizations respectively in terms of application of positive discipline strategies and future research direction
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