Knowledge Levels of Teachers With Refugee Student(s) in Their Class Related to Classroom Management

Abstract

The aim of this study is to determine the knowledge level of primary school teachers with refugee student(s) present in their class related to classroom management and to determine whether this knowledge level varies depending on their gender, the type of school they graduated from, their seniority and whether they have received training in classroom management. The study group of this research, which is a survey model, is composed of 62 primary school teachers. In this study, “Classroom Management Knowledge Level Measurement Test” was used as a quantitative data collection tool while “Interview Form” was used as a qualitative data collection tool. Frequency, t-test, one-way analysis of variance, and Scheffe multiple comparison test were used in the analysis of quantitative data, and the descriptive analysis technique was used in the analysis of qualitative data. The results of the study showed that the knowledge level of teachers with refugee students(s) present in their class had low knowledge level related to classroom management, that their knowledge levels differed depending on their professional seniority and whether they have received training in classroom management, and that their knowledge levels did not vary depending on the type of school they graduated and gender.

Classroom Management Experiences of Preschool Teachers with Refugee Students

“…When determining the classroom management strategy to be implemented, priority should be given to solving the problems of refugee students within the school boundaries that negatively affect their educational activities. Some of the important classroom management strategies include helping refugee students to socialize and get rid of the feeling of loneliness and regain their self-confidence (Taş & Minaz, 2021). However, the teacher can expand the repertoire of practices to restore quiet and order with refugee students.…”

“…Classroom management is a systematic method of coordinating the diversity, multiculturalism and complexity of the modern classroom. It is the management of classroom life in harmony like an orchestra, including elements such as organizing resources and the environment effectively, observing student development, and anticipating problems that may arise (Taş & Minaz, 2021). Every word and action of the teacher in the classroom is a part of classroom management, and teachers can significantly affect students' educational and learning experiences through the strategies they follow, verbal or non-verbal communication and interactions (Youssef, 2003).…”

“…An effective educational activity requires a suitable classroom environment, a qualified teacher, effective management, school, student and parent cooperation, and a regular classroom environment where rules are mutually determined. In order to create such an environment, all teachers should have knowledge and skills in classroom management (Taş & Minaz, 2021). Because the greatest responsibility for achieving the goals in the teaching process falls on the teacher and this responsibility imposes various tasks on the teacher.…”

“…Especially in the education of refugees, it is possible to say that the teacher is sometimes the only resource available for students due to limited resources (Richardson et al, 2018). However, the research shows that teachers with refugee students in their classrooms have difficulties in classroom management (Taş & Minaz, 2021;Yağan, 2020). At this point, first of all, it should be taken into consideration that refugee students often have limited opportunities to access education; they face disadvantages such as language problems, socioeconomic status, and inability to benefit from quality educational opportunities (Roxas & Roy, 2012).…”

“…On the other hand, although most of the research has been conducted on students of refugee origin in primary education, there is a growing awareness that refugee children in preschool need support in identifying supportive, inclusive, effective pedagogical and behavioral strategies (Moore & Shirdon, 2021). While some studies focus on refugee students in preschool period (Buchmüller et al, 2020;Erdemir, 2021;Erol & Savaş, 2022), some studies focus on refugees and classroom management (Biasutti et al, 2019;Kara & Özenç, 2020;Mendenhall et al, 2020;O'Neal, 2016;Saklan & Erginer, 2017;Taş & Minaz, 2021); some studies focus on classroom management in preschool period (Akgün et al, 2011). There is a gap in the intersection of preschool period, refugee students and classroom management.…”