The paper summarizes and analyzes the results of two different studies "Classroom discipline as Manifestation of Adolescents' Attitude to learning" started in spring of 2005 and was a part of PhD. thesis and “Promotion of new generation learning achievements” started in spring of 2007. The problems of pupil classroom discipline in Latvian schools have been topical already for a long time. The concept “discipline” is used by authors who investigate pupil behaviour problems (M.Balson, 1995; B.Coloroso, 2002; L.Dickson, 2001; R.Dreikurs, 1973; N.Eisenberg, 1989; N.L.Gage, D.C.Berliner, 1999; V.Glaser, 1998) and this concept is being connected with various conditions in educational environment that must be observed, so that the learning process proceeds successfully. After the restoration of Latvia independence, it was not much spoken about the classroom discipline in pedagogical environment due to the opinion that alongside with democratic educational environment discipline problems would disappear. The situation of Latvia is specific with the fact that not only environment generally has changed from authoritarian to democratic, but also the pedagogical one; still, the majority of teachers have obtained their education and the first educational experience in the authoritarian system and have been prepared for pedagogical work accordingly the requirements and relationship model of that time. However, the situation has changed and pupils from the younger generation who have not faced the authoritarian system do not accept the requirements set by a teacher individually. These pupils want a supportive and understanding teacher, a creative educational environment and consideration for their interests.Teacher action on pupil learning achievements, as well as connection between these achievements and the classroom discipline, being a reason either for learning progress or learning problems, or as a result of learning failures. The goal of the paper is to determine correlations between the new generation adolescents’ learning achievements and classroom discipline. The question is as follows: which pedagogical activities carried out by teachers promote the success of students’ learning at elementary school and promote pupils classroom discipline.

Comparing of two surveys. Study "Classroom discipline as Manifestation of Adolescents' Attitude to learning" goal was to investigate correlation between adolescents’ classroom discipline and attitude and discover educational conditions for classroom discipline promotion. One of the findings of this study was that teacher’s activity and pupils learning achievements are important to promote classroom discipline, therefore this study results was comparised with study “Promotion of new generation learning achievements”, which goal was to find out activities which promote learning achievement. In studies were used control of the data veracity (Cronbach’s alpha); division of the variable values (One sample Kolmogorov-Smirnov); indicators of the variable value central tendencies (one sample statistics); calculation of standard error; Kendall’s tau_b and Spearman’s rho analytical method, to analyse a correlation between teacher activities and activities which students consider to be important in promoting pupil learning achievements. Data comparison from both studies.

The findings of the study show that pupils in grade 7th and grades 8-9th want that learning process is interesting and teachers activities which favour students’ learning achievement are - motivate students, initiate new tasks and rouse a wish to participate in them. Pupils consider that they get motivated if a teacher involves them in the learning process, if a teacher stimulates the development of their knowledge. Differences between grades are in their ability for self-regulated learning. Pupils of 7th grade are less mature for self-regulated learning as 8-9th grade pupils. Pupils of 7th grade, more than pupils of 8-9th grade want that teacher says what to do, teacher makes an interesting lesson, initiates new tasks. Pupils of 8-9th grade more than pupils of 7th grade want to take part in learning process organization. Findings are specific for education in Latvia and to generalize them, there should be comparative studies.