Classroom management strategies used to deal with unwanted behaviors encountered by pre-school teachers&lt;p&gt;Okul öncesi öğretmenlerinin öğrencilerin istenmeyen davranışlarıyla baş etmede kullandıkları sınıf yönetimi stratejileri

Dal, Mustafa; Akan, Durdağı

doi:10.14687/jhs.v15i2.5107

Cited by 4 publications

(1 citation statement)

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“…31-40 yaş arasında olan öğretmenler istenmeyen davranışla 51-60 yaş arasında olan öğretmenlere göre daha fazla karşılaştığı sonucuna varılmıştır. Keyik (2014)'te yaptığı araştırmasında istenmeyen öğrenci davranışlarıyla daha çok 35-44 yaş grubundaki öğretmenlerin karşılaştıkları sonucuna ulaşmıştır. Şenay (2011) tarafından yapılan araştırmada 31-40 yaş arasındaki öğretmenlerin öğrencileri ile 51 yaş üstü öğretmenlerin öğrencileri karşılaştırıldığında 31-40 yaş arası öğretmenlerin sınıflarında daha çok istenmeyen öğrenci davranışları ortaya çıktığı tespit edilmiştir.…”

Section: Sonuç Tartışma Ve öNerilerunclassified

Ortaöğretim Kurumlarında Görev Yapan Branş Öğretmenlerinin Sınıf Yönetiminde Karşılaştıkları İstenmeyen Davranışlar ile Kişilik Tiplerinin Karşılaştırılması

GÜVEN¹

2020

TurkishStudies

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Schools are where education and training take place face to face with students and student behavior is shaped. For the teaching profession, the importance of pedagogical formation, general culture and special field knowledge, it is also important for teachers to have a personality and character that will be a good example for their students. The purpose of this research is to examine the relationship between unwanted student behaviors and personality types that branch teachers working in secondary education institutions encounter in the classroom. It is examined whether the teachers' personality types and the undesired student behaviors in the classroom differ according to the variables of age, marital status, branch, seniority, educational status, the type of school they work at, the status of being assigned to the institution they work with, and the type of faculty they graduated from. A total of 260 branch teachers, including 152 women and 108 men working in Çanakkale, participated in the study. In the research, socio-demographic form, 40-item Adjective Based Personality Test developed by Bacanlı, İlhan and Aslan (2009) to determine the personality traits of teachers, and a table prepared by Güven and Özdel (2016) to determine the opinions of teachers about misbehaviors in the classroom and coping with these behaviors have been used as data collection tools. The analysis of the data obtained in the research was carried out with the SPSS (21) statistical package program. It was concluded that there was a significant difference between the demographic characteristics of the teachers, their personality types and the undesirable student behaviors they encountered in the classroom, and that there was a significant relationship between the teachers' personality types and the undesirable behaviors they encountered in classroom management.

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Section: Sonuç Tartışma Ve öNerilerunclassified

Ortaöğretim Kurumlarında Görev Yapan Branş Öğretmenlerinin Sınıf Yönetiminde Karşılaştıkları İstenmeyen Davranışlar ile Kişilik Tiplerinin Karşılaştırılması

GÜVEN¹

2020

TurkishStudies

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Experiences of pre-school children and their teachers regarding class rules and behavior management: A case study

Yildiz

Akyol

Doğan

et al. 2020

pegegog

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The aim of the study is to determine experiences of children attending a preschool class and their teacher about class rules, desirable and undesirable behaviors and strategies followed by the teacher concerning these behaviors. The study is a case study, which is one of the qualitative research methods. The participants were 14 children attending a class for 5 year-olds in an independent kindergarten and the teacher of the class. Semi-structured interview technique was used in the study. In addition, in two of the questions in the interview, the students were asked to draw pictures to help them describe their experiences in more detail. The data in the study were analyzed by content analysis, categorized by coding, and themes and sub-themes were obtained. As a result of the research, it was found that the opinions of the children and their teachers about class rules and undesirable behaviors were in parallel with each other. The study revealed that the experiences of children and the teacher overlap in terms of behaviors and strategies followed by the teacher in response to desirable behaviors. However, it was found that the experiences of children and their teacher differ with regards to the way class rules are determined, and behaviors and strategies followed by the teacher concerning undesirable behaviors.

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The Challenging Behaviors Faced by the Preschool Teachers in Their Classrooms, and the Strategies and Discipline Approaches Used against These Behaviors: The Sample of United States

Aksoy¹

2020

Participatory Educational Research

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This research aims to investigate the most frequent challenging behaviors faced by preschool teachers in their classrooms and the strategies and discipline approaches they adopt against these challenging behaviors. This research is conducted within case study design, which is a qualitative research method. The study group consists of 10 different preschool teachers teaching for children aged four-five in a city in the mid-south region of the United States. The research data was collected through one-to-one interviews performed by the researcher with the teachers. Content analysis was used to analyze the data obtained as a result of the interviews with the teachers. In the study, the challenging behaviors faced by the preschool teachers were asserted as the behaviors occurring under the themes of "accommodation problems" in the first place, followed by "self-control inadequacies" and then "absence of prosocial behaviors", and "deficiencies in assertiveness skills". The result of this study showed that preschool teachers mainly adopted multiple appropriate strategies which contribute to creating a warm classroom environment in their classrooms. It was stated that the discipline approach based on behavior change was mostly used as well as the instructional and effective communicational approach was partially used, while the assertive discipline approach was rarely used. It is recommended that the strategies and discipline approaches of teachers for dealing with challenging behaviors should be positively improved through supporting the knowledge, skills, and experiences of preschool teachers in the dimension of classroom management.

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Classroom management strategies used to deal with unwanted behaviors encountered by pre-school teachers<p>Okul öncesi öğretmenlerinin öğrencilerin istenmeyen davranışlarıyla baş etmede kullandıkları sınıf yönetimi stratejileri

Cited by 4 publications

References 1 publication

Ortaöğretim Kurumlarında Görev Yapan Branş Öğretmenlerinin Sınıf Yönetiminde Karşılaştıkları İstenmeyen Davranışlar ile Kişilik Tiplerinin Karşılaştırılması

Ortaöğretim Kurumlarında Görev Yapan Branş Öğretmenlerinin Sınıf Yönetiminde Karşılaştıkları İstenmeyen Davranışlar ile Kişilik Tiplerinin Karşılaştırılması

Experiences of pre-school children and their teachers regarding class rules and behavior management: A case study

The Challenging Behaviors Faced by the Preschool Teachers in Their Classrooms, and the Strategies and Discipline Approaches Used against These Behaviors: The Sample of United States

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