Özet:

The aim of the present study is to examine the views and suggestions of the elementary school classroom teachers in terms of discipline problems they encounter during lessons, their causes and coping methods as well as their effectiveness. Phenomenology which is one of the qualitative research designs was used in the study. Besides, it was carried out working group consisting of 29 elementary school classroom teachers who served in Elazığ Karakoçan district in the 2013-2014 academic year. Written Feedback Form consisting of open-endedquestions was used to collect the data. Descriptive analysis was used in order to analyze the data. Depending on the obtained results, teachers mostly encounter such behaviors as talking without permission, being indifference to the lesson and wandering in the class; moreover, they consider that these disciplinary problems occur due to the family and student factors. The most frequently used methods in coping with the discipline problems are stimulating and punishment which are usually found ineffective by teachers. On the one hand; investigating the cause of the problem and awarding the student are partially effective in dealing with the stimulation discipline problems; on the other, making some changes in the class, determining the rules with the students and showing affection towards the students have been found to be the effective methods. Among the recommendations of the teachers for the prevention of discipline problems, cooperation with the family and guidance counselors takes in the first place. Based upon the results of the study; application oriented in-service training programs should be provided for the teachers related to discipline strategies such as recognizing students, student-centered teaching methods and techniques, providing motivation in the classroom, family cooperation and preventive discipline as well as encouraging the students to take the responsibility for their actions.

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