Abstract

The aim of this study was to determine how often elementary teachers (first five grades) use reward and punishment methods to provide classroom discipline and to clarify whether these methods show a significant difference in terms of some characteristics of the teachers, student and schools. The study was based on the opinions of 190 elementary teachers (first five grades) teaching in the schools in Şırnak, Turkey. The data in this study was collected by using a five likert-scale questionnaire which evaluated reward and punishment methods used to provide classroom discipline. The elementary teachers (first five grades) “mostly” used psychological and social rewards to provide classroom discipline and they “sometimes” used material rewards. As punishment methods, they “often” used psychological punishment and they “never” used social and physical punishment. Reward methods showed a significant difference according to the teachers’ sex. In addition, punishment methods showed a significant difference according to class size and area where teachers teach in (in a village/rural town or city centre).

Key words: Classroom discipline, elementary teacher, punishment, reward