A Qualitative Study on Classroom Discipline Strategies in Higher Education Context

This study aimed to explore and gain insights into teachers' perceptions regarding classroom discipline or management strategies. The research design utilized a phenomenological approach. Data were collected from interviewing 14 college instructors. Results revealed that the participants' experiences included establishing clear expectations and guidelines in the first meeting, dealing with classroom behavior challenges, struggling with a large class size, implementing discipline and maintaining engagement, and flexibility and adaptability in one's teaching approaches. In response to the challenges encountered by college instructors, they identified the following coping mechanisms to overcome those difficulties, including an empathetic and reflective approach to correcting misbehavior, establishing open and positive communication channels with the students, incorporating humor in addressing disruptive behavior, seeking external support and intervention, and utilizing incentives and rewards for motivation. In light of their experiences and challenges, they arrived at the following insights: building rapport with students as necessary, fostering respect as essential, leading by example and firm implementation of rules, imposing classroom rules as required, establishing boundaries in the student-teacher relationship, and participating in training and seminars as essential for enhancing classroom discipline. The findings provide insights into effective discipline practices, guiding educators and institutions to improve classroom management and foster a positive learning environment.