شبكة المعلومات العربية التربوية

This study aimed to explore the role of practicing Classroom Rules by the teachers of basic education / second stage in achieving learners' self-discipline. The sample of study consisted of 34 teachers of both sexes, and 137 students of both sexes, too at the second stage of basic education in Tartous city for the year 2013/2014. In order to achieve the purpose of this study, the descriptive approach was used and three tools were structured: a questionnaire of classroom rules, a questionnaire of self-discipline and an observation card. After collecting data and analyzing it statistically, the outcome is the following results: 1) the teachers practice classroom rules at the second stage (basic education). Average value was (3.11) within a scale that "sometimes" equals (2.51- 3.25). 2) The learners are inclined to self-discipline at the second stage (basic education). Average value was (3.07) within a scale that "sometimes" equals (2.51- 3.25). 3) There is a strong link between practicing classroom rules by teachers and learners' self-discipline. The relation between them both is direct and positive. Besides, practicing these rules by teachers explains 54.3 % of learners' self-discipline while 45.7 stems from other factors. 4) There are no differences of statistical reference between the average of teachers' answers the questionnaire of practicing classroom rules according to sex, teaching level, and experience and specialization years. 5) There are no differences of statistical reference between the averages of learners' answers (in both sexes) the questionnaire of self-discipline. 6) The average was struck for the number of times note (observation) was taken (3) times in every classroom. The sample of study in sixth grade primary in Abo Firas AlHamadany School got the highest average (32) about observing classroom rules practicing and about its effects wherein the average was (13.33). The researcher concludes with a number of suggestions about conducting more studies about the subject. (Author’s abstract)