دليل تربوي مقترح لإيجاد بيئة مدرسية أردنية تحقق انضباطًا ذاتيًّا لدى طلبة المرحلة الأساسية استنادًا إلى نهج الصف المستجيب
The present study aimed to explore the role of the responsive classroom approach in creating a Jordanian school environment to achieve self-discipline for primary-level students. It aimed to explore that from the perspective of the primary school teachers and principals. It aimed to identify the extent of compliance with the principles of the responsive classroom approach in private schools from the perspective of the teachers and principals in those schools. It aimed to offer a proposed educational guide for creating a Jordanian school environment to achieve self–discipline for primary-level students based on the responsive classroom approach. It adopts qualitative and quantitative approaches. To collect data, a questionnaire was used. The sample consists from 380 teachers and 60 principals. Those teachers and principals were selected from the private schools located in Lewa’ Al-Jama, in Amman, Jordan during the academic year (2019/2020). 6-7 teachers and 1 principal were selected from each school. Data was collected through conducting interviews with 20 interviewees: 16 teachers and 4 principals. Those interviewees were selected from the American Community School/ Amman. Based on the quantitative approach, it was found that the responsive classroom approach plays an effective role in creating a Jordanian school environment to achieve self–discipline for primary-level students. It was found that the extent to which the American Community School complies with the principles of the responsive classroom approach is represented in 93.4%. Based on the field approach, the extent of compliance with the self-discipline principles based on the responsive classroom approach in private schools’ approach is represented in 57.7%. It was found that 73.5% of the latter schools comply much with the self-discipline principles based on the responsive classroom approach. It was found that discipline can be learnt just like reading and writing. That is suggested by 81.1% of the respondents. 75.6% of the respondents believe that daily school events include: the school morning assembly. It was found that respondents use several methods for punishing students. The extent of using punishment methods that are inconsistent with the responsive classroom approach is high. 89.3% of the respondents focus on the student’s behaviour rather than his/her personality when enforcing punishment on him/her. It was found that 90.9% of the respondents believe that the sound punishment is the most important method for fighting against the bad behaviors. It was found that 93.9% of the respondents believe that the sound punishment can teach students the skill of addressing problems. It was found that 89.9% of the respondents believe that the unsound punishment doesn’t adjust behavior. The latter respondents al-so believe that the behavioral adjustment due to unsound punishment is the result of fearing the teacher. It was found that 89.9% of the respondents believe that the sound punishment enables students to see the link between their behaviors and their impacts on others. It was found that 80.5% of the respondents suggest that the meditation isn’t one of the daily school events. It was found that 72.3% of the respondents suggest that the closure session isn’t one of the daily school events. In the light of the study’s results, the researcher offered a proposed educational guide for creating a Jordanian school environment to achieve self–discipline for primary level students based on the responsive classroom approach. The researcher recommends employing this guide. (Author’s abstract)