No abstract

This research which investigates teachers’ and students’ opinions about students’ attention problems during the lesson is a descriptive study in the survey model. 432 teachers and 1023 students from secondary schools in the central districts of Adana voluntarily participated in the study. The research data were collected with a Written Interview Form developed by the researchers and a descriptive content analysis was used for data analysis. As a result of the research, it was observed that the teachers perceived the attention problems that the students experienced during the course mostly as a problem arising from the students themselves while the students associate this problem not only with themselves, but also with other students, teachers and the environment. According to the results, teachers as well as students easily noticed the psychological characteristics, the behaviors they exhibited and their low academic performance, but the teachers evaluate this situation more as disciplinary problems. The solution suggestions of the teachers who kept the attention problems of the students out of their own sphere and their teaching practices were that passing exams should be harder and discipline regulations should change to facilitate punishment. The students stated that teachers should show more interest towards the students, approach the students positively and use a variety of teaching methods in accordance with the students’ level.

This is a descriptive study investigating the perception of children about discipline through metaphors developed by them. A total of 445 students participated in the research and the data was collected with the "Discipline Metaphors Survey (DMS)" developed by the researchers. At the end of the study, 143 metaphors, 94 positive and 49 negative, about discipline were gathered. The participating children mostly perceived discipline as a phenomenon guiding their behavior, maintaining the order, and as being necessary for the social life. Learning and development, self-control, protection mechanism, planned and ordered study, as well as collaboration are further positive perceptions of discipline. Negative metaphors, on the other hand, were usually power and control oriented and the discipline committee was described as the ultimate authority entity. Based on the students' views, discipline was provided through classroom rules and for misbehavior the teachers tended to use warnings, shouting/scolding and punishment. School rules, dress code as well as prohibited product checks at the entrance of the school, the Discipline Committee and discipline rules were reported as the most common practices of discipline in school. Most of the students who thought that punishment is necessary for discipline stated that the punishment should not involve physical violence and that it should be reasonable. Further expectations of the students found in the study included warning without shouting, doing enjoyable activities to address individual differences, informing everybody about the rules. Children's perception about discipline was usually affected by their teachers followed by their family and the school administration respectively.

The main purpose of this research is to detect classroom management skills of teachers working at high schools in terms of different variables and then the skills that teachers find themselves adequate or inadequate. 467 female and 533 male teachers participated in this descriptive study on voluntary basis. "Classroom Management Skills Scale" developed by İlgar (2007) was used to collect the data. At the end of the study, significant relations were found between classroom management skills and some variables such as gender, age, professional experience, classroom management courses/seminars taken before, reading classroom management books, pedagogical background, types of schools. The skills that must be improved most are collaboration with administration, parents and counseling service foundation for the problems that teachers cannot overcome; using educational equipment in correlation with the course content; guiding students for more productive activities rather than taking the problematic behaviors under control.

This research is a qualitative study comparatively examining the views of high school teachers and students related to discipline perception and discipline problems. The study has been realized at a vocational school during the 2014/2015 school term. Maximum diversity and criterion sampling methods have been followed for the formation of the study groups with 18 teachers and 16 students. The data collected through semi-structured interview forms has been evaluated by content analysis. As a result of the study, it has been observed that the teachers define discipline as a wholistic system, self-control and providing the necessary learning environment, while the students define it as self-control, obeying the rules and respect. The participating teachers, who agreed on the idea that discipline does not mean bullying or passivizing the individuals, described rudeness, lack of interest in the lesson and misbehavior as disciplinary problems. According to the teachers, not fulfilling the responsibilities and rudeness; according to the students, preventing the course from running and not being interested in the course are the most experienced discipline problems at their respective schools. Pursuant to the acquired results, the students differ from the teachers by thinkink that behavior such as not obeying the directives, using hazardous items and harming the environment/objects are the most common problems.