A Case Study on Implementing Positive Discipline by an Elementary School Teacher

• Main Authors: Wu, Wu-Yin, 吳育吟
• Other Authors: Chiou, Shih-Ming
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/j4t9fv

碩士 === 臺北市立大學 === 教育學系 === 107 === The purpose of this study was to investigating the following questions by investigating the process of an elementary school teacher implementing positive discipline: (1) what kind of challenges and support a teacher might encounter and what kind of responses a teacher would have toward challenges or support encountered while implementing positive discipline; (2) by what kind of internal and external factors a teacher might be impacted, what kind of difficult value-choices a teacher might need to make, and how a teacher’s belief would be transformed through the whole process of implementing positive discipline. This study adopted case study design. Data was collected by participant observation and interview methods within four months. Collected data with the case study teacher’s reading notes and the researcher’s reflective journal were analyzed with theme analysis. Results showed that the case study teacher encountered the following external challenges: (1) case study teacher’s patience was tried by students’ constantly problem behaviors; (2) case study teacher self-doubted her belief in positive discipline while observing the instant effect of other teacher’s discipline strategies on students. However, in the process of implementing positive discipline, the case study teacher obtained some supports to firm the belief of positive discipline to keep on implementing it: (1) books about positive discipline deepened the case study’s understanding about positive discipline; (2) workshops and experiences from teachers who have been trained with systematic positive discipline curriculums confirmed the case study teacher’s belief in implementing positive discipline; (3) experiences from other teachers comfort the case study teacher with limited experience. The teacher faced four kind of value-choice problems while overcoming challenges: (1) teacher prestige or warmth while disciplining; (2) to intimidate or comfort students while dealing with students’ problem behaviors; (3) conditional care or unconditional tolerance while encouraging students; (4) students’ like and dislike or long-term influence while making decisions. According to the findings, implications and suggestions were provided for future research directions and teachers who are interested in positive discipline.