Disciplinary actions in the lights of primary school teacher

The purpose of the thesis is to determine which educational measures primary school teachers take to tackle inappropriate behaviour in class, whether they opt for alternative measures as well (mediation, restitution, socially beneficial work) and how they assess their effectiveness. The thesis consists of a theoretical and empirical part. The theoretical part is divided into three sections. The first one defines inappropriate behaviour and explores what triggers it and what are its most common forms. The second focuses on preventive actions and typical strategies eliminating inappropriate behaviour in class. It concludes by raising the important question of how to tackle inappropriate behaviour. Three fundamental approaches to discipline are presented to demonstrate how teachers react to inappropriate behaviour. Moreover, the thesis touches on punishment and looks into mediation and restitution, which are modern alternative educational measures that are increasingly applied in schools in order to eliminate disciplinary problems. The empirical part of the thesis involves a qualitative analysis of ten semi-structured interviews with 4th and 5th grade teachers. The aim was to gain insight into how they react to inappropriate behaviour and whether their measures are successful. We also explored whether the teachers use alternative educational measures (mediation, restitution and socially beneficial work) and how effective the measures are. The teachers were asked about the rules of behaviour in their classes and whether their pupils helped formulate them. They also talked about activities aimed at preventing disciplinary problems. Research results indicate that conversation with misbehaving pupils is the most common and the most successful approach the teachers adopt in such cases. However, they also use alternative educational measures, such as mediation, restitution and socially beneficial work