Pre-Service Teachers' Perceptions of Discipline Problems and Methods of Managing Disruptive Student Behavior.

Two primary objectives were served in this study. Perceptions were identified for preservice teachers relative to: (1) the kinds of discipline problems with which public schools are confronted; and (2) the frequency utilization of a variety of methods of managing student behavior. A secondary objective was to identify significant differences in perceptions categorized on the basis of academic major, cumulative grade point average, sex, and stage in preservice preparation. The first of two questionnaires elicited information on academic preparation, career plans, personal data, and interest in teaching as well as perceptions of discipline problems and methods for managing student behavior. Respondents were also asked to rate 24 discipline problems in terms of frequency of occurrence, and the most effective methods of managing behavior. Among the most frequently observed breaches of decorum in the classroom were excessive talking, inattention, and failure to complete assignments. Most frequent methods of classroom control were verbal emphasis upon behavior limits, and positive reinforcement of good behavior. Statistical data obtained from the questionnaires are presented in tables. (JD)