The Influence of Teacher Behavior on Classroom Discipline and Learner Autonomy
DOI:
https://doi.org/10.69760/portuni.010311Keywords:
teacher behavior, classroom management, student self-regulation, social learning theory, discipline strategiesAbstract
This article explores the critical role of teacher behavior in establishing and maintaining effective classroom discipline. While traditional models of classroom management often emphasize external control and student compliance, this study shifts the focus toward teacher conduct as a model for learner behavior. Drawing on social learning theory and principles of self-regulation, the article highlights how a teacher’s verbal and non-verbal actions, attitudes, and relational strategies shape the classroom environment and influence student autonomy. Emphasis is placed on the teacher’s responsibility not only to instruct but also to exemplify the behavioral standards expected of learners. The analysis reveals that fostering student self-control, modeling respectful communication, and promoting intrinsic motivation lead to more sustainable and inclusive forms of classroom discipline. The discussion also considers the limitations of punitive approaches and advocates for the development of teacher training programs that prioritize behavioral modeling, empathy, and social-emotional competence.
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