PurposeThe purpose of this study is to determine opinions andsuggestions of primary school teachers on the most commondisciplinary problems, their reasons, methods to deal with them andtheir effectiveness.MethodThis is a qualitative study carried out in the phenomenologypattern to examine opinions of the class teachers on disciplinaryproblems in-depth. Study group of the research consists of 29 voluntaryclass teachers participating from four primary schools in Karakoçandistrict of Elazığ in the academic year of 2013-2014. 93.2% of theparticipants have graduated from the Faculty of Education, 58.6% isfemale, 48.2% is between the age range of 26-30, and 44.8% has 11-15years of seniority. 51.7% of the teachers stated that they have takencourses related to classroom management during their undergraduatestudies, and 93.1% has read books on classroom management. Thereare 21-30 students in the classes of 51.8% of the teachers, 34.5% and31.0% teach in the second and forth grades respectively. WrittenOpinion Taking Form (YGAF) developed by the researchers has beenused in collection of the data, and descriptive analysis technique hasbeen used in their analysis.FindingsDepending on the obtained results, teachers mostly encountersuch behaviors as talking without permission, being indifference to thelesson and wandering in the class; moreover, they consider that thesedisciplinary problems occur due to the family and student factors. Themost frequently used methods in coping with the discipline problemsare stimulating and punishment which are usually found ineffective byteachers. On the one hand; investigating the cause of the problem andawarding the student are partially effective in dealing with thestimulation discipline problems; on the other, making some changes inthe class, determining the rules with the students and showing affectiontowards the students have been found to be the effective methods.Among the recommendations of the teachers for the prevention ofdiscipline problems, cooperation with the family and guidancecounselors takes in the first place.Results, Discussions and RecommendationsAt the end of this research, it is determined that the classteachers mostly encounter problems of speaking without permission,indifference to the lesson and walking around in the classroom duringthe course in their classes. In accordance with these results, which arein line with the national and international literature, it can be said that classroom teachers frequently face similar issues (Boyacı, 2009;Carotenuto, 2011; Çankaya and Çanakçı, 2011; Saygılı and Gürşimşek,2008; Kalaycı, 2005). According to Evertson and Emmer (2012), whenthey are short-term and limited to a few students, these behaviors areminor problems that will not significantly prevent learning. However,when they spread to the class and are long-term, they may reach levelsthat will shake the learning-teaching process. It is very difficult for theprimary school children to sit in a certain place during the course, talkwith permission, focus their attention on the activities carried out andact together (Geçtan, 1982). However, many researches show that thecourse content and the activities appropriate to the ages anddevelopment levels of students make the students become moreinterested in the lesson and reduce the disciplinary problems in theclassroom (Çelik, 2003; Doyle, 1986; Reeeve, 2006; Korkmaz, 2009). Inthis case, these results may be an indication that teaching is mostlyteacher-centered, students often move away from the activities and getbored during the lesson.As a result of the research, it is determined that the teachersthink that the disciplinary problems they experience in their classroomsare mostly caused by the family and the child. Teachers, who indicatethat the families are indifferent to the school and what their children doin the school, stated that students are also unwilling and indifferent tothe course. Characteristics related to the family (income, educationlevel, size, family relationships and quality of the communication, etc.)affect behavior of the child at school (Baysal, 2009) and generally theteachers look for the source of disciplinary problems in the family andthe child (Atıcı, 2007; Dağlı and Baysal, 2012; Jones and Jones, 2007;Sadık, 2002). This can be accepted as a natural result because of theprimary importance of the family in the formation of an individual’sattitude, values and habits, and because most of the children’s time isspent in the family. However, there are research findings showing thatmost of the disciplinary problems experienced in the classroom areassociated with intramural variables, such as qualifications of theteachers, number of students in the classroom, quality of thecurriculum, layout of the classroom, school management etc. (Curwinand Mendler, 1988; Çelik, 2003; Doyle, 1986; Hemde, 2010; O'Neil andStephenson, 2013; Öztürk Koç and Şahin, 2003).According to the findings obtained, the most frequently usedmethods of the teachers to deal with the disciplinary problems arewarning and punishment. Eye contact has been qualified as ineffectiveby the teachers participating in this research; searching for the cause ofthe problem and rewarding the right behavior are considered aspartially effective. When researches related to the subject are examined,it is observed that the teachers generally refer to warning andpunishment methods against discipline problems (Karahancı, 2013;Kazu, 2007; Konti, 2011; Sadık, 2008; Uğurlu, 2014). The reason forthis may be the teacher’s focus on stopping the inappropriate behaviorsas soon as possible in order to ensure continuity of the education.However, both methods are insufficient alone to teach the studentwhich behavior is appropriate or inappropriate. In fact, it has beendetermined i