The Most Common Mistakes of Teacher Trainees' Former Teachers

Abstract

The fundamental parts of the educational processes are teachers and students. The study aims to determine the common mistakes done by teachers in the classrooms. The research was conducted to 278 third year students in the departments of English Language Teaching, Turkish Language Teaching, and Fine Arts Teaching in 2012-2013 academic year. The research was conducted through the descriptive model in the survey research types. "What are the most common mistakes done by teachers in classrooms?" was asked to teacher trainees in questionnaire. The analysis was done by the content analysis among the qualitative research techniques. Findings are classified in the themes of "classroom management and discipline, teaching, communication, personal qualities, ethics, measurement and assessment, and other mistakes". Hence, many problems such as "failure to establish the authority and compensating it through being harsh toward students, being much more authoritarian and disciplined, seeing himself/herself as the authority source" emerged in this perspective. Furthermore, many inadequacies such as not being positive and gentle, negative attitudes, choosing attitudes directing students in a difficult situations, anger, having peaceful mood, threatening students with bad grades, claiming that he/she is the best, reflecting psychological problems in the classroom are determined at the end of the study.

Öğretmenlerin Yaptıkları Meslek Hatalarının Meslekî Öğrenme Bağlamında İncelenmesi

“…Yapılan hataların kimisi öğrenciye yönelik olduğu gibi kimisi meslektaşlara, yöneticilere, velilere ve başka paydaşlara yönelik de olabilmektedir. Alan yazında yapılan çeşitli araştırmalar öğretmen hatalarının oldukça geniş bir yelpazede olabileceğini göstermektedir (Özer, Gelen, Alkan, Çınar ve Duran, 2016). Yapılan önemli bazı öğretmen hataları arasında uygun olmayan disiplin yöntemleri, saldırgan tutumlar, öğrenciye mobbing yapma, yalnızlaştırma, alay etme, kayırmacılık yapma sayılabilir.…”

“…Because the focus of this profession is the people prepared for society and life. Some of the mistakes made by teachers, especially in this learning journey, may have difficult effects to compensate because teachers are considered to be the most interacted, socialized, pedagogical, and most influential people in education (Özer, Gelen, Alkan, Çınar and Duran, 2016).…”

“…Bu öğrenme yolculuğunda özellikle öğretmenler tarafından yapılan hataların kimisinin telafisi zor etkileri olabilmektedir. Zira öğretmenler bireyin eğitim hayatında en çok etkileşim kurulan, bireyi toplumsallaştıran, pedagojik dönüşümü gerçekleştiren ve insanların hayatında en çok etki ve iz bırakan kişiler olarak kabul edilmektedir (Özer, Gelen, Alkan, Çınar ve Duran, 2016). Bu bağlamda ele alındığında öğretmenlere düşen mesleki sorumluluğun da büyüklüğü daha net görülebilmektedir.…”

How Your Teachers Teach? Students Perceived Characteristics of Effective Teaching Strategies

“…Felder [1] identifies 10 routinely mistake strategies which teachers used and claimed to be effective in their classrooms. On the other hand, [2] previously identifies teachers' classroom mistakes such as: failing to establish the authority and compensating it through being harsh toward students; being authoritarian and disciplined; and seeing themselves as the only source of knowledge. For [3], one of the unacceptable notions of effective teaching in higher education is the claim that a teacher is effective when he/she demands more than what students can actually do.…”

Students' Perceptions of Classroom Management Practices of Native and Local Foreign Language Teachers in a Turkish University: A Cultural Perspective

“…With the growing number of native English-speaking teachers in Turkey and in other culturally similar countries, it has become more important to study how the classroom management practices of teachers with a Western cultural background are perceived by students and whether these students' expectations are met in a pedagogical sense. Studies comparing the classroom management practices in Turkish culture to those in western cultures have been conducted in primary schools (Boyac›, 2009;Cicek, Ulker, & Karakus, 2012) or explored the beliefs of pre-service teachers regarding classroom management (Özer, Gelen, Alkan, Ç›nar, & Duran, 2016;fiahin-Sak, Tantekin-Erden, & Pollard-Durodola, 2018;Tekindal et. al.…”