Single problem-multiple responses: Lack of congruency toward misbehavior

Gökmenoğlu, Tuba; Eret, Esra; Kiraz, Ercan

doi:10.1016/j.sbspro.2010.12.372

Cited by 3 publications

(2 citation statements)

References 8 publications

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“…For example, among teachers, the same student behavior in the classroom can be evaluated by one teacher as inappropriate behavior (misbehavior), while another teacher will not perceive it as inappropriate and will tolerate it. Gokmenoglu, Eret and Kirazb (2010) proved this in an article entitled Single Problem -Multiple Responses. As part of qualitative research, they presented nine different types of inappropriate student behavior to teachers.…”

Section: De Inition Of Indiscipline and Types Of Indisciplinementioning

confidence: 94%

Students’ Indiscipline in the Classroom

Mareš¹

2018

PedOr

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Přehledová studie je založena na 121 zahraničních pracích z období 1986-2018. Výklad se omezuje se na práce, které pocházejí euroamerického sociokulturního prostředí. Zajímá se o projevy nekázně ve třídě během výuky a to na především základních a středních školách. Studie je strukturována do pěti částí. První část ukazuje, proč je obtížné definovat pojem nekázeň žáků a jak je odborná terminologie neustálená. Jsou též charakterizovány různé typy žákovské nekázně. Druhá část studie shrnuje faktory, které ovlivňují nekázeň žáků. Patří k nim: zvláštnosti žáka samotného, jeho spolužáků, jeho učitele, školní třídy, interakce mezi učitelem a žáky; zvláštnosti dané školy, školského obvodu, rodinného zázemí žáka, edukačního systému dané země a její školské politiky. Třetí část studie podává přehled postupů, jimiž se dá zjišťovat nekázeň žáků (příklady kvalitativního, kvantitativního a smíšeného přístupu). Čtvrtá část studie se zamýšlí nad důsledky nekázně žáků. Jedná se o dopad žákovské nekázně na učitele, na žákovy spolužáky a jejich učení, na celkový průběh výuky, na výsledky výuky, na klima dané třídy, na klima dané školy a na celý stát. Pátá, závěrečná část, přibližuje tři koncepční přístupy, které by měly pomoci nekázeň ve třídách řešit: historicky nejstarší přístup staví na učiteli, tj. na trestání a odměňování žáků; další staví na žákovi, jeho sebekontrole a autoregulaci a konečně poslední staví na skupině žáků, školní třídě; na diskusích žáků s učitelem o vhodném chování ve třídě, na skupinovém rozhodování a skupinovém tlaku na neukázněné spolužáky. Studie upozorňuje, že nestačí jen potlačovat či eliminovat nevhodné chování žáků, ale je třeba souběžně rozvíjet i pozitivní chování žáků.

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Section: De Inition Of Indiscipline and Types Of Indisciplinementioning

confidence: 94%

Students’ Indiscipline in the Classroom

Mareš¹

2018

PedOr

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“…With regards to classroom management, Akar et al (2010) reported that K-8 teachers in Turkey mainly consider five themes, namely, the physical setting, planning the first days and motivation, rules and routines, coping with misbehaviors, and establishing teacher-parent cooperation. Moreover, individual talk about reason, talking with the disruptive student after the class, changing the group of the student, verbal and non-verbal warning, intonation, eye contact, hand clapping, monitoring, positive reinforcement, getting help from the school administrators or the psychological counselor, purposeful ignorance, assigning responsibilities, punishment, sending out, use of humour, providing instructions, reminding the class rules, asking questions, and reprimanding have been some of the classroom management practices that teachers mostly employ in schools in Turkey (Altınel, 2006;Atıcı, 2001;Atici, 2007;Cabaroğlu, 2012;Cabaroğlu & Altınel, 2010;Çakmak, Kayabaşı, & Ercan, 2008;Demir, 2009;Gokmenoglu, Eret, & Kiraz, 2010;Güleç & Alkış, 2004;Lozano & Kizilaslan, 2013;Sarıtaş, 2006).…”

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confidence: 99%

Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

Akın

Yıldırım

Goodwin

2016

EDUC SCI-THEOR PRACT

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This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition.The participants included 15 elementary teachers who were selected purposefully through maximum variation sampling. The data were collected through semi-structured interviews and analyzed through content analysis. Teachers reported classroom management problems in relation to physical environment, planning, time management, relationship management, and behavior management that have a connection to students, teachers, schools, classes, curricula, courses, and parents. Teachers described practices they employed to deal with these problems in relation to physical environment (e.g., seating arrangement), planning (e.g., developing effective lesson plans), time management (e.g., preparation for the class beforehand), relationship management (e.g., encouraging team spirit), and behavior management (e.g., assigning responsibilities to students). The sources of classroom management problems and potential solutions employed provide an insight into teachers' classroom management practices as well as implications for improving their classroom management skills.

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The Impact of Culture on Workplace Performance: A Global Mixed Methods Study

Beaver

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This research used quantitative and qualitative methodologies to investigate how working professionals are impacted and account for workplace cultural differences. This paper also sought to make a case for additional quantitative and qualitative research into what shapes and maintains culture by looking at leadership's knowledge of their organization's way of doing things and the impact these multiple knowledge areas have on performance. The literature review section analyzed performance improvement models, the effect of leadership, the behavior engineering model (BEM) and related models, organization culture, and performance. This work also outlined the methodology utilized in studying and reviewing culture and performance. This research aimed to determine a better understanding and increase the use of performance improvement and cultural models to aid organizations in achieving their missions.

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Single problem-multiple responses: Lack of congruency toward misbehavior

Cited by 3 publications

References 8 publications

Students’ Indiscipline in the Classroom

Students’ Indiscipline in the Classroom

Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

The Impact of Culture on Workplace Performance: A Global Mixed Methods Study

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