The Relationship between Teachers' Disciplinary Strategies whit Disruption and Classroom Misbehavior from the Elementary Student's Point of View

Understanding the best disciplinary strategies for dealing with classroom issues is a general and ongoing concern of teachers throughout the education community. Accordingly, the present study was conducted to determine the relationship between teachers 'disciplinary strategies and distraction from students' homework in the classroom in the form of a correlation plan. The research sample included 200 members of the sixth-grade elementary school students of public and non-profit schools in Tehran's 15th district, who were selected by cluster sampling. Data were collected by Lewis questionnaires with titles, teachers 'disciplinary strategies, students' class abuse, and distraction. According to the descriptive indicators of the variables, the most common disciplinary strategy of aggressive teachers and then in order of punishment, conversation, indirect reference, reward and finally participatory decision making. The results of the Pearson correlation test also showed that students' abuse is negatively related to reward strategy and positively related to punishment and aggression strategies. And students' distractions are negatively associated with conversational strategies, indirect references and rewards, and positively correlated with punishment and aggression strategies. Also, based on the results of analysis of variance, the disciplinary strategies of public-school teachers were not significantly different from those of non-profit school teachers. According to these findings, training and application of disciplinary strategies related to child abuse and distraction in students are recommended to all those involved in teacher training and primary school teachers.