Classroom Management Problems and Coping Strategies of Turkish Student EFL Teachers

Merç, Ali; Subaşı, Gonca

doi:10.17569/tojqi.41736

Cited by 35 publications

(58 citation statements)

References 19 publications

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“…So in-service relied on their relations with and knowledge of the students in the lesson while pre-service teachers relied more on their academic knowledge. This is in line with Merç & Subaşı's (2015) finding that pre-service teachers rely on their knowledge from methodology lessons.…”

Section: Discussionsupporting

confidence: 90%

“…Using Scrievener's (2005) classification of classroom management, he found that the most problematic area was managing critical moments, especially in terms of maintaining the silence and controlling the noise level. Merç and Subaşı (2015) investigated the problems of student teachers about classroom management and how they cope with these problems. They found that problems generally come from students, the teaching point and materials, and cooperating teachers.…”

Section: Classroom Managementmentioning

confidence: 99%

“…The Teaching Practice is thus a chance for hands on experience whereby the pre-service teachers can try out their skills, engage in reflective practice, and receive feedback on their practices. The teaching practice course can be considered as critical since the process itself can be problematic in many ways (Hobson, Ashby, Malderez & Tomlinson, 2009;Merç & Subaşı, 2015;Macias & Sanches, 2015) and it can have an effect on the pre-service teachers' self-perceptions (Caires, Almeida & Vieira, 2012;Cabaroğlu, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in pre-service teachers' demo lessons were different from those in the lessons of the in-service teachers. The aim of this study was to unveil how pre-service teachers manage their classes differently from in-service teachers by carrying out a fine-grained comparison. The point-by-point comparison revealed both qualitative and quantitative differences which might not be immediately obvious to an observer at first sight. The differences were discussed in terms of the specific procedures of the teaching practice course and some suggestions were presented.

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Section: Discussionsupporting

confidence: 90%

Section: Classroom Managementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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“…According to the results of her study, talking to friends, making noise, dealing with other things and talking without permission were recorded as mostly faced misbehaviors. Another misbehavior which was commonly occurred that was making noise (singing and shouting) was also consistent with the result of study conducted by Merç & Subaşı (2015) where among those misbehavior problems, the level of noise in the classroom was placed as the first (33 %).…”

Section: Findings and Discussionsupporting

confidence: 86%

Teacher’s Coping Style Strategy With Misbehaving Students

N.L.K.D.¹,

Ramendra²

2019

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The study aimed at: a) finding out kinds of students' misbehavior and b) describing the English teachers' strategies in handling students' misbehavior.The participants of this research were four English teachers who taught in Grade 5 at DS, a bilingual school in Denpasar, in school year 2017/2018. This study was a descriptive qualitative study. There were three instruments used to collect the data namely observation sheet, interview guide and questionnaire. The data were analyzed by using interactive data analysis model including four steps namely data collection, data reduction, data display and drawing conclusion and verification. The findings revealed that: a) there were 10 different kinds of students misbehaviors at school namely inattention, needless talk, moving about the room, annoying others, disruption, lying, stealing, sexual harassment, aggression and fighting and also defiance of authority; b) The teachers used 6 different coping styles strategies in handling misbehaving students such as hinting, reward and recognition, punishment, aggression, social problem solving and relaxation. The results of this study were expected to be beneficial in giving additional knowledge for the English teachers of primary school in managing their classroom especially in a context of bilingual school system.

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“…Teacher competency has much more to do with teachers' self-efficacy beliefs (Hoy, Hoy & Davis, 2009;Tschannen-Moran & Hoy, 2007). This is buttressed by other researchers (Kyriacou, 1991;Merç and Subaşı, 2015) that teachers with several years of teaching experience find it difficult to deal with emerging issues in classroom management.…”

Section: Discussionmentioning

confidence: 93%

Does Information Technology Experience Matter? A Case of Secondary Schools of Kaduna State Nigeria

Abubakar

2019

UER

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The research was conducted using a survey research design following the guidelines of Research Advisor (2007). The study examined the school principals' perceptions about satisfaction and dissatisfaction with teacher performance regarding student development. Student development was dealt with as a comprehensive construct implying teacher efforts for academic achievement and personality development of students. The respondents comprised 300 principals of senior secondary schools in Kaduna State. Questionnaire was used as the instrument for data collection. The data collected were analyzed using simple frequencies and by calculating the mean and standard deviation. One Way Analysis of Variance (ANOVA) was applied to test the research hypotheses. All null hypotheses were rejected and research hypotheses were accepted concluding that there were significant differences between the perceptions of principals regarding teacher performance. The most interesting results were about teachers' experience; principals expressed more satisfaction with highly experienced (more than 10 years) and less experienced teachers (less than 5 years) as compared to the middle group (5-10 years). These findings initiate a serious debate about whether or not teacher experience matters. Whereas the stakeholders of secondary school education are baptized upon to guarantee that senior teachers are better performers and most eligible for leadership roles, the findings suggest that young teachers can also impress their principals by their performance and are equally eligible for leadership roles to work for holistic student development.

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Classroom Management Problems and Coping Strategies of Turkish Student EFL Teachers

Cited by 35 publications

References 19 publications

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Teacher’s Coping Style Strategy With Misbehaving Students

Does Information Technology Experience Matter? A Case of Secondary Schools of Kaduna State Nigeria

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