Examination of Classroom Management Competencies of Faculty of Education Students

Abstract

The aim of this study is to examine classroom management competence level and investigate the factors that predict this level among students studying at faculty of education. This study is a quantitative study designed as a survey model. The study group of this research consists of 405 faculty of education students. Ordinal logistic regression analysis was used to analyze the data. According to research results, faculty of education students have a high level of (3.66) classroom management competence. In addition, the group who committed violence before has 0.63 times higher classroom management competence than the group who did not commit violence. The group piling up books has 2.40 times higher classroom management competence than the group who does not. Classroom management competence is 3 times higher in the group who evaluates themselves as a successful teacher. It was confirmed that the group who evaluates themselves successful at courses has 1.67 times higher classroom management competence.

Socio-Scientific Study: Relationship of Students' Social Interactions With Natural Sciences Learning Outcomes

“…So that communication will be established as the embryo of social interaction between students, both internal communication within the group and interactions outside the group [19]. According to Eranil et.al [20], the design of learning groups in the learning process greatly influences the activeness of group discussion in the classroom.…”

Managing Classroom: School Teacher's Perceptions about Techniques and their Effectiveness for Student's Learning

“…Brophy (2006) describes classroom management as managing the physical setting of a classroom, launching rules and regulations, measures for grabbing students' attention towards learning, creating an environment conducive to learning, and engaging students in educational activities. Likewise, classroom management also refers to creating an environment that facilitates students' learning and expects teachers to carry out a set of specific tasks such as developing procedures for running of the classroom; employing disciplinary actions if needed; developing and maintaining an effective, supportive, and caring relationship with students; planning and implementing instruction in such ways that optimize students' learning; promoting collaborative work; encouraging students to engage in academic activities; engaging students in self-regulated activities; and assisting students to resolve their behavioural problems (Eranıl, Özcan, & Özek, 2019;Evertson & Weinstein, 2006;Kalin, Peklaj, Pečjak, Levpušček, & Zuljan, 2017;Marzano 2003). Classroom management also refers to teachers' activities that are likely to establish a positive environment within the classroom to support students' learning experiences (Martin, Sugarman, & McNamara, 2000).…”

“…The focus on various dimensions of managing classrooms is also reflected in the courses of classroom management. The content of such courses generally includes: fundamental concepts related to managing classrooms; rules and regulations related to classroom discipline; models of classroom management and discipline; managing students' behavior in the classroom; physical, psychological, and social aspects of the class; interactions and communication process in class; managing time and space in class; motivating students for learning; creating conducive learning environment; and management of learning tasks (Eranıl et al, 2019;Marashi & Assgar, 2019;Yök, 2018). Classroom management also refers to rewarding positive behaviors, preventing negative behaviors, modifying courses, and managing time for effective teaching and learning (Ergin, 2019;Yıldız, 2017).…”

“…These techniques are more likely to ensure students' desired learning outcomes (Gordon, 2002;Güleç & Durmus, 2019;Özsoy, 2003). Engagement-oriented techniques put a focus on the more active participation of students, and that in turn enhances their students' learning (Bozkuş, 2021;Eranıl et al, 2019;Soodak, 2003). These management techniques allow teachers to direct the learning styles of their students (Ergin, 2019).…”

“…For example, teachers with disciplinedbased management perceptions are more likely to focus on rules and regulations; eliminating undesired behaviours through punishment; and controlling students' behaviors (Bayraktar, & Dogan, 2017;Gordon, 2002;Yalçınkaya & Küçükkaragöz, 2006). On the other hand, teachers who have classroom management perceptions of engaging students are more likely to focus on creating an environment that facilitates and supports students' learning; use of student-centred approaches; and a focus on the more active participation of students (Bayraktar, & Dogan, 2017;Bozkuş, 2021;Eranıl et al, 2019).…”