Students' Misbehaviours in Turkish and English Primary Classrooms

Türnüklü, Abbas; Galton, Maurice

doi:10.1080/03055690120076574

Cited by 41 publications

(39 citation statements)

References 5 publications

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“…Much of the research into teacher perceptions has focused on which behaviours are perceived to be the most frequent and troublesome (Ding et al, 2008;Haroun & O'Hanlon, 1997;Houghton et al, 1988;Infantino & Little, 2005;Little, 2005;Türnüklü & Galton, 2001;. The most frequent and troublesome behaviours identified in these studies tend to coincide and be irritating but not severe.…”

Section: Perceptions Of Frequent and Troublesome Behavioursmentioning

confidence: 95%

“…Boys have been reported as exhibiting problem behaviours more frequently than girls (Arbuckle & Little, 2004;Houghton et al, 1988;Türnüklü & Galton, 2001;. Also, some behaviours are usually considered more serious in boys while others are seen as more serious in girls (Borg, 1998;Borg & Falzon, 1993;Kokkinos et al, 2004).…”

Section: Factors Contributing To Teacher Perceptionsmentioning

confidence: 95%

“…Related research has also been conducted in the United Kingdom (e.g., Cline & Ertubey, 1997;Houghton, Wheldall, & Merrett, 1988;, Sweden (Henricsson & Rydell, 2004), Cyprus (Kokkinos, Panayiotou, & Davazoglou, 2004), Canada (LeBlanc, Swisher, Vitaro, & Tremblay, 2007), and the People's Republic of China (Ding, Li, Li, & Kulm, 2008). Cross-cultural studies have been conducted between such diverse cultures as Germany and South Korea (Langfeldt, 1992) and Turkey and the United Kingdom (Türnüklü & Galton, 2001). Researchers have suggested that teacher perceptions of student misbehaviour are important predictors of teacher confidence and of teachers' responses to misbehaviour *Corresponding author.…”

Section: Introductionmentioning

confidence: 97%

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Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems

Shen

Zhang

et al. 2009

Educational Psychology

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This study examined teachers' perceptions of classroom behaviour problems in five provinces of the People's Republic of China. Researchers surveyed 527 Chinese teachers from 27 elementary schools. Consistent with previous studies in China, teachers perceived non-attention to be the most frequent and troublesome behaviour problem. Teachers' perceptions of which behaviour problems were most difficult to tolerate and most negative in their effects on student development were also investigated. Approximately 45% of the teachers reported spending too much time on behaviour problems. Significant differences were found in the prevalence of teachers' perceptions of student misbehaviour and of the time spent on classroom management; there were also differences in these perceptions according to students' gender, type of school, classroom subject taught, and teachers' level of experience. The implications of these findings for researchers and practitioners are addressed.

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Section: Perceptions Of Frequent and Troublesome Behavioursmentioning

confidence: 95%

Section: Factors Contributing To Teacher Perceptionsmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 97%

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Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems

Shen

Zhang

et al. 2009

Educational Psychology

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“…Özdemir (2004) tarafından yapılan araştırmanın sonuçlarına göre, istenmeyen öğrenci davranışlarından bazıları okula ve öğretmene karşı olumsuz bir anlayışa sahip olmak olarak belirlenmiştir (Özdemir, 2004: 269). (Türnüklü ve Galton (2001) tarafından yapılan araştırmanın sonuçlarına göre, istenmeyen öğrenci davranışlarından bazıları öğretmen ve öğrencilere fiziksel saldırıda bulunma, öğretmene karşı koyma, öğretmene hakaret etme, aşağılama olarak tespit edilmiştir (Türnüklü, Galton;2001:296 Tablo 5'te görüldüğü gibi, okul kuralları ile ilgili olarak; yönetici ve öğretmenlerden 62'si öğrencilerin derse zamanında girmediklerini, geç kaldıklarını, erken ayrıldıklarını; 41'i kılık kıyafet kurallarına uymadıklarını, okul formasını giymediklerini, 26'sı okulda yerlere çöp attıklarını, okul tuvaletlerini temiz bırakmadıklarını; 17'si okulda sigara içtiklerini; 11'i okula cep telefonu, çakmak, bıçak getirdiklerini ifade etmektedirler. Okul ve sınıf kurallarının net olması, öğrencilerin davranışlarının kaydedilmesi, öğrencilere düzenli olarak geri bildirim verilmesi, öğrencilerin davranışsal amaçlar belirlemelerine yardımcı olunması, öğrencinin davranışları ile ilgili bilgilerin ailelerle paylaşılması ve bütün bu adımların belirli bir sistematik içerisinde yürütülmesi okullarda istenmeyen öğrenci davranışlarının azalmasını sağlamaktadır (Kavanagh, 2000).…”

Section: Bulgularunclassified

İstenmeyen Öğrenci̇ Davranişlari Ve Nedenleri̇ne İli̇şki̇n Yöneti̇ci̇ Ve Öğretmen Görüşleri̇

Gökyer¹,

Doğan²

2016

SBE Dergi

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ÖZETBu çalışmanın amacı, ilkokul, orta okul ve değişik türdeki liselerde istenmeyen öğrenci davranışlarını ve nedenlerine ilişkin yöneticilerin ve öğretmenlerin görüşlerini belirlemektir. Yönetici ve öğretmen görüşlerini elde etmek amacıyla, araştırmacı tarafından geliştirilen istenmeyen öğrenci davranışları ve nedenlerine ilişkin standart açık uçlu sorular kullanılmıştır. ABSTRACTThe purpose of this study is to determine the opinions of primary and, secondary school administrators and teachers regarding undesirable student behaviors and causes. In order to obtain the views of teachers and administrators, standard open-ended questionaires about the causes undesirable student behaviors was used. Qualitative research methods and interviewing approach were used to identify opinions of adminstrators and teachers. During the spring of 2014 in Elazig Province primary school, secondary school and it reached 39 administrators and 192 teachers working in high schools in different species. The maximum diversity of criteria for sampling or sample type was used in the study. According to school administrators and teachers, causes of undesirable student behavior are; parents of students of education and the low-income families to be irrelevant, to mislead; mothers and fathers to be separate, to family problems, lack of love, lack of discipline, restlessness and a lack of communication; environment he grew up in, my friend environment, the oppression and violence, examples of negative behavior in the media, mafia wannabe TV movies, the ınternet, cell phones and alcohol and drug use.

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“…The classroom management problems most frequently experienced in Turkish schools have been reported to be talking out of turn, making noise, disturbing others, engaging in irrelevant activities, hyperactivity, making fun of other children, inattentiveness, attention deficiency, lack of motivation, chatting, daydreaming and not following instructions, complaining about classmates, nicknaming, and misusing the materials (Akkok, Askar, & Sucuoglu, 1995;Altınel, 2006;Atici, 2007;Atici & Merry, 2001;Cabaroğlu, 2012;Cabaroğlu & Altınel, 2010;Demir, 2009;Güleç & Balçik, 2011;Türnüklü & Galton, 2001). The sources of misbehaviors might be attributed to families, teachers, students' characteristics, and environmental factors (Atici, 2007;Cabaroğlu, 2012;Güleç & Balçik, 2011).…”

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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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Students' Misbehaviours in Turkish and English Primary Classrooms

Cited by 41 publications

References 5 publications

Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems

Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems

İstenmeyen Öğrenci̇ Davranişlari Ve Nedenleri̇ne İli̇şki̇n Yöneti̇ci̇ Ve Öğretmen Görüşleri̇

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

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