İstenmeyen Davranışların Önlenmesi

Korkmaz, İsa

doi:10.14527/9786052418864.10

Cited by 18 publications

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“…Inadequate physical conditions of the classroom, insufficient classroom management skills of the teacher, and the activities that are not suitable for children's developmental ability do not attract children's attention and may lead to misbehavior. Within the context of externally-oriented behavioral problems, misbehaviors are defined as behaviors including unconformity, defiance against adults, fury, aggression, noncompliance with the rules, and hyperactivity (Korkmaz, 2002;Larzelere, Amberson, & Martin, 1992;Wakschlag et al, 2007). As it is understood from the definitions made, misbehaviors have negative effects not only on classroom management and learning environment but also on the child displaying the misbehavior and the environment in which the misbehavior is displayed.…”

Section: Introductionmentioning

confidence: 99%

“…The studies conducted on the causes of misbehavior in the literature revealed that misbehavior results from various factors such as inadequate physical conditions of the classroom (Akçadağ, 2009;Honig, 1996;Yaşar, 2016), the management skills of the teacher (Ataman, 2009), characteristics of child or family like gender, parental education level, family background and cultural differences etc. (Dubow, Boxer, & Huesmann, 2009;Kim, Arnold, Fisher & Zeljo, 2005;Thomas-Presswood & Presswood, 2008), discrepancies between teaching activities and the needs and interests of children's (Fields & Boesser, 2002;Özgün, 2016), problems related to the developmental characteristics of students (Korkmaz, 2002), the parental attitudes (Dursun, 2010;Taner Derman & Başal, 2013), parental personality traits (Prinzie, Onghena, Hellinckx, Grietens, Ghesquiere, & Colpin;2004) and the relationship among students (Akçadağ, 2009).…”

Section: Introductionmentioning

confidence: 99%

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The views and solution recommendations of preschool teachers and parents concerning children’s misbehaviors

2021

ilkonline

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The long-term effects of misbehaviors in preschool children may lead to different problems in later childhood. For this reason, it is important to identify the misbehaviors of children display. Aim of this study is to research how preschool teachers and parents define misbehaviors, the misbehaviors that they observe preschool children, and their recommendations to solve these problems. Study, planned as a case study, consisted of 35 parents and 13 teachers. Parent and Teacher Interview Forms that are prepared by researchers were used as data collection tool. The study reveals that while parents' and teachers' definitions of misbehaviors and their child centered solution recommendations were similar; their views about the reasons of misbehaviors differ. Furthermore, teachers and parents recommend that they should improve their own communication and management skills to solve child misbehaviors. It is important to cooperate with the child, school and family while assessing and finding solutions such issues.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The views and solution recommendations of preschool teachers and parents concerning children’s misbehaviors

2021

ilkonline

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“…Sınıf ortamı, öğretmenin öğrenciyle ve öğrencinin öğrenciyle olan iletişimi, eğitim ve öğretimin planlı bir şekilde yürütülmesi, zamanın verimli kullanımı, öğretmenin sergilediği davranışlar, sınıfın fiziki koşulları, öğrencinin sahip olduğu bilgi ve beceri, çevre, aile gibi faktörler öğrencide gözlemlediğimiz davranışların şekillenmesinde etkilidir. Öğrencilerin sınıf içinde göstermiş oldukları davranışlar eğitim-öğretimi engellemesi, öğrencilerin güvenliğini tehlikeye sokması, okulun ve öğrencilerin araç-gereçlerine zarar vermesi, öğrencilerin sosyalleşmesini engellemesi durumunda istenmeyen davranış olarak tanımlanmaktadır (Korkmaz, 2005). Öğretmenin sınıf ortamında öğrencilerle birlikte gerçekleştirmek istediği nitelikli eğitim ve öğretim, öğretmenin sınıf yönetimi becerileri ile yakından ilgilidir.…”

Section: Introductionunclassified

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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“…Öğretmen sınıf yönetiminde, öğretimi kolaylaştırma, öğretim zamanını etkili kullanma, sıcak ve samimi bir sınıf iklimi oluşturma ve olumsuz öğrenci davranışlarını önleme gibi amaçları da gerçekleştirmelidir (Sadık, 2000). Bu bağlamda sınıf yönetiminde öğretmen; öğrencilerin öğrenmesini destekleyici, istenmeyen davranışları önleyici ve olumlu davranışları geliştirici bir tutum sergilemelidir (Korkmaz, 2002).…”

Section: Introductionunclassified

Meslek Lisesi Öğrencilerinin Gözünden İdeal Öğretmen Özellikleri ve Becerileri

Sarier

2020

Anadolu Üniversitesi Eğitim Fakültesi Dergisi

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ÖZ: Günümüzde öğretmenlik mesleğinde başarıyı yakalamak için öğretmenlerde bulunması gereken özellik ve becerilerin belirlenmesine ihtiyaç duyulmaktadır. Öğretmenlerin, öğrencilerinin kendilerinden neler beklediklerini bilmeleri eğitimin kalitesinin yükseltilmesi açısından önemlidir. Bu bağlamda bu araştırmanın temel amacı, meslek lisesi öğrencilerinin, ideal bir öğretmen olarak öğretmenlerinden bekledikleri özellikleri ve becerileri belirlemektir. Bu araştırmada, öğrenci görüşlerine göre, "ideal öğretmen" olgusu incelendiğinden dolayı, fenomonoloji deseni tercih edilmiştir. Araştırmanın çalışma grubunu, 2018-2019 eğitim-öğretim yılında Eskişehir ili Odunpazarı ilçesi meslek liselerinde eğitim öğretimine devam eden 410 meslek lisesi öğrencisi oluşturmuştur. Çalışma sonucunda, öğrencilerin öğretmenlerden özellikle göstermelerini bekledikleri temel değerlerin; adalet, sevgi, saygı, hoşgörü, güven, merhamet, yardımseverlik ve çalışkanlık olduğu anlaşılmıştır.Meslek lisesi öğrencilerinin öğretmenlerden bekledikleri ideal öğretmen özellikleri ve becerileriyle ilgili düşünceleri, öğretmenlerin hizmet öncesi ve hizmet içi eğitimi süreçlerinde değerlendirilmelidir. Öğretmenlerin sahip olması gereken özellik ve becerilere ilişkin farklı örneklem ve yöntemlerle (nicel, nitel veya karma) desenlenmiş araştırmalar yapılmalıdır.Anahtar sözcükler: Öğretmen özellikleri ve becerileri, ideal öğretmen, sınıf yönetimi, eğitim yönetimi ABSTRACT: Today, in order to achieve success in the teaching profession, it is necessary to determine the features and skills that teachers should have. It is important for teachers to know what their students expect from them in order to improve the quality of education. In this context, the main aim of this research is to determine the characteristics and skills that vocational high school students expect from their teachers as an ideal teacher. In this study, according to the opinions of the students, because the phenomenon of "ideal teacher" was examined, the phenomenology pattern was preferred. The study group of the research consisted of 410 vocational high school students who continue their education in the vocational high schools of Odunpazarı district of Eskişehir in the 2018-2019 academic year. As a result of the study, the basic values that students expect from teachers to show are; justice, love, respect, tolerance, trust, compassion, helpfulness and diligence. The opinions of vocational high school students about the ideal teacher characteristics and skills that they expect from teachers should be evaluated in the pre-service and in-service training processes of teachers. Designed studies should be conducted with different samples and methods (quantitative, qualitative or mixed) regarding the features and skills that teachers should have.

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İstenmeyen Davranışların Önlenmesi

Cited by 18 publications

References 0 publications

The views and solution recommendations of preschool teachers and parents concerning children’s misbehaviors

The views and solution recommendations of preschool teachers and parents concerning children’s misbehaviors

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

Meslek Lisesi Öğrencilerinin Gözünden İdeal Öğretmen Özellikleri ve Becerileri

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