Kural ve prosedürler

Saban, Ayten Iflazoğlu

doi:10.14527/9786053186335.04

Cited by 2 publications

(7 citation statements)

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“…In the research, one of the reasons why some of the children cannot explain why rules are important is thought to be that the rules are determined by the teacher. The reason for this may be attributed to the determination of the rules by the teacher because when teachers and children establish the class rules in consensus, children can internalize and interpret them (İflazoğlu Saban, 2016). Giving children the opportunity to share their perspectives on classroom management and rules supports the learning environment.…”

Section: Discussionmentioning

confidence: 99%

“…Rewards can encourage children to follow the rules, and teachers can reward children who follow class rules (Arthur & Cremin, 2006;Savage & Savage, 2010). Rewards may include verbal or nonverbal expressions and social reinforcements such as touch, activity-related reinforcements such as doing activities at any center the child wants, and symbolic reinforcements such as stars and tickets (İflazoğlu Saban, 2016). One of the points that should be considered while using the reward method is separating the behavior to be rewarded from other behaviors clearly.…”

Section: Discussionmentioning

confidence: 99%

“…According to Alter and Haydon (2017), the two most important characteristics of effective class rules are teaching children rules and linking those rules to positive or negative consequences. Class rules can be determined by teacher, or children can be included in the rule-setting process (İflazoğlu Saban, 2016). The more children are involved in the process of establishing rules that will affect their behavior, the more they follow rules.…”

Section: Introductionmentioning

confidence: 99%

“…Alter ve Haydon'a göre (2017), etkili sınıf kurallarının en önemli iki özelliği, kuralları çocuklara öğretmek ve kuralları olumlu veya olumsuz sonuçları ile ilişkilendirmektir. Sınıf kuralları öğretmen tarafından belirlenebileceği gibi kuralların belirlenme sürecine çocuklar da dâhil edilebilir (İflazoğlu Saban, 2016). Çocuklar kendi davranışlarını etkileyecek olan kuralları belirleme sürecine ne kadar çok katılırsa, kurallara o kadar çok uyarlar.…”

Section: Introductionunclassified

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Experiences of pre-school children and their teachers regarding class rules and behavior management: A case study

Yildiz

Akyol

Doğan

et al. 2020

pegegog

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The aim of the study is to determine experiences of children attending a preschool class and their teacher about class rules, desirable and undesirable behaviors and strategies followed by the teacher concerning these behaviors. The study is a case study, which is one of the qualitative research methods. The participants were 14 children attending a class for 5 year-olds in an independent kindergarten and the teacher of the class. Semi-structured interview technique was used in the study. In addition, in two of the questions in the interview, the students were asked to draw pictures to help them describe their experiences in more detail. The data in the study were analyzed by content analysis, categorized by coding, and themes and sub-themes were obtained. As a result of the research, it was found that the opinions of the children and their teachers about class rules and undesirable behaviors were in parallel with each other. The study revealed that the experiences of children and the teacher overlap in terms of behaviors and strategies followed by the teacher in response to desirable behaviors. However, it was found that the experiences of children and their teacher differ with regards to the way class rules are determined, and behaviors and strategies followed by the teacher concerning undesirable behaviors.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionunclassified

See 2 more Smart Citations

Experiences of pre-school children and their teachers regarding class rules and behavior management: A case study

Yildiz

Akyol

Doğan

et al. 2020

pegegog

View full text Add to dashboard Cite

show abstract

“…Sosyal zeka, bir insanın diğer insanlardaki yüz ifadelerine, seslere ve mimiklere duyarlılığı ve diğer insanlardaki farklı özelliklerin farkına vararak en iyi şekilde analiz etme, yorumlama ve değerlendirme yetenekleri olarak ifade edilir. Bu nedenle sosyal zekası güçlü olan kimseler bir grup içerisinde grup üyeleriyle işbirliği yapma, onlarla uyum içinde çalışma ve bu kişilerle etkili olarak sözlü ve sözsüz iletişim kurma yeteneklerine sahiptir 33 . Mimarlık öğrencilerinin sosyal zeka alanlarının baskın olması, grup çalışmalarına uyum sağlamakta zorlanmayacaklarını göstermektedir.…”

Section: Sonuç Ve öNerilerunclassified