The effect of classroom management skills of elementary school teachers on undesirable discipline behaviour of students

Kayıkçı, Kemal

doi:10.1016/j.sbspro.2009.01.218

Cited by 38 publications

(32 citation statements)

References 7 publications

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“…The fruitful outcome of a well-prepared physical environment facilitates the learning and teaching process and fosters the class participation of students. On the contrary, a dull, noisy and ill-prepared classroom environment has negative effects on students' learning and participating in activities, which in turn, increases CM problems (Kayıkçı, 2009). …”

Section: Review Of Literaturementioning

confidence: 99%

Classroom Management Problems and Coping Strategies of Turkish Student EFL Teachers

Merç¹,

Subaşı²

2015

TOJQI

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Classroom management (CM) is one of the most cited problems of pre-service teachers. This study aims to have a closer look at the issue within a qualitative research design by eliciting problems, coping strategies, and the sources of those coping strategies related to CM during teaching practicum. The participants of the study were 12 student EFL teachers (eight female and four male) completing their teaching practicum at Anadolu University, Faculty of Education, English Language Teacher Training Program. The participants were asked to keep diaries related to their CM problems throughout the 12-week teaching practicum. Semi-structured interviews conducted with each teacher candidate and field notes taken by the researchers were also used as the research data. The analyses of the data indicated that student teachers' CM problems were mainly because of the pupils in the classroom. Student teachers themselves, teaching point and materials, and the cooperating teachers were also the sources of the CM problems. Various coping strategies were also elicited to deal with the problems mentioned. The methodology lessons they took, their cooperating teachers, and their previous teachers were cited by the student teachers as the sources of the coping strategies they employed. The findings are discussed along with the current literature on CM, and certain implications and suggestions are provided for a better teaching practice. Keywords: Classroom management, pre-service teachers, EFL teacher education, foreign language teaching ÖzSınıf yönetimi öğretmen adaylarının öğretmenlik deneyimleri boyunca en sık karşılaştığı sorunlardan biridir. Bu çalışma nitel bir araştırma ile bu sorunları, çözüm yollarını ve bu çözüm yollarının kaynaklarını belirlemeyi amaçlamaktadır. Araştırmaya Anadolu Üniversitesi Eğitim Fakültesi İngilizce Öğretmenliği programında öğretmenlik uygulaması yapan 12 öğretmen adayı Turkish Online Journal of Qualitative Inquiry, January 2015, 6(1) 40 katılmıştır. Öğretmen adaylarından 12 haftalık öğretmenlik uygulaması boyunca haftalık olarak sınıf yönetimine ilişkin sorunlarını anlatan bir günlük tutmaları istenmiş, ayrıca her bir öğretmen adayıyla yarı yapılandırılmış görüşmeler yapılmış, gözlem ziyaretleri sırasında da notlar tutulmuştur. Verilerin analizi öğretmen adaylarının sınıf yönetimi ile ilgili sorunlarının çoğunlukla sınıflardaki öğrencilerden kaynaklandığı saptanmış olmakla birlikte öğretmen adaylarının kendileri, öğretilecek konu ve materyaller ile uygulama öğretmenleri de sorunların kaynağı olarak ortaya çıkmıştır. Ortaya çıkan sorunların çözümüne ilişkin de çok sayıda çözüm yolu ortaya konmuştur. Öğretmen adayları bu çözüm yollarının kaynağı olarak ise aldıkları öğretim yöntemlerine ilişkin dersleri, uygulama öğretmenlerini ve daha önceki yaşantılarında gözlemledikleri öğretmenleri göstermiştir. Araştırmanın bulguları sınıf yönetimi ili ilgili alan yazın bağlamında tartışılmakta, daha etkili bir öğretmenlik uygulaması için çeşitli öneriler ve çıkarımlar sunulmaktadır.Anahtar Sözcükler: Sını...

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Section: Review Of Literaturementioning

confidence: 99%

Classroom Management Problems and Coping Strategies of Turkish Student EFL Teachers

Merç¹,

Subaşı²

2015

TOJQI

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“…Entendiendo que el comportamiento transmite significado, tenemos que insistir en promover una visión del hecho educativo que provea de mecanismos de refuerzo o estímulo positivo para el alumnado. El vínculo entre cómo el comportamiento es percibido por los adolescentes y la frecuencia con la que se involucran en el mismo comportamiento, nos lleva a incorporar la necesidad de considerar las CD como el síntoma de que algo no está funcionando en el proceso E-A o en el contexto de aprendizaje, por lo que habrá que atender a la relación docente-discente como clave explicativa (Lopes et al, 2017;Jurado y Justiniano, 2016;Djigic y Stojilkovic, 2011;Nie y Lau, 2009;Kayikçi, 2009).…”

Section: Discusión Y Conclusionesunclassified

“…En el proceso E-A, el papel del profesorado es clave para comprender las consecuencias de la relación entre docentes y discentes (Lopes et al, 2017;Silva, Negreiros y Albano, 2017;Hafen, Erik, Ruzek, Gregory, Allen, y Mikami, 2015;Reinke, Stormont, Herman, Wang, Newcomer y King, 2014;Djigic y Stojilkovic, 2011;Nie y Lau, 2009;Kayikçi, 2009). El estilo del profesor influye en el clima de clase y en la disciplina, el autocontrol, la responsabilidad y el éxito escolar de los estudiantes.…”

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Conductas disruptivas en Educación Secundaria Obligatoria: análisis de factores intervinientes

Santos

Carrasco

Domínguez³

2020

Contextos educativos

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RESUMEN:El presente estudio trata de identificar y valorar qué papel juegan los factores que intervienen en la manifestación de conductas disruptivas en el aula, en alumnos de un instituto público de Educación Secundaria, desde un planteamiento metodológico descriptivo-interpretativo ex post facto bajo el principio de triangulación de fuentes de información (alumnado y docentes), utilizando cuestionarios ad-hoc al efecto.El análisis estadístico comparativo de los datos cuantitativos y el análisis de contenido e interpretación de los datos cualitativos arroja resultados sobre factores del ámbito familiar, cultural y sociodemográfico, las relaciones sociales dentro y fuera del aula, el currículum, la gestión del aula y las competencias docentes, el auto-concepto de los alumnos, el rendimiento académico y los hábitos de estudio y ocio, apuntando hacia el papel del profesorado, el centro educativo y el contexto y su interrelación en la aparición de conductas disruptivas (CD) en el aula. Se sugieren implicaciones tales como las de tener presente las conductas disruptivas como indicadores de la necesidad de mejoras en el proceso enseñanza-aprendizaje (E-A) y adecuación de la práctica en el contexto de aula. ABSTRACT:The aim of this work is to identify and evaluate the variables that take part in the disruptive behaviours of a classroom. In particular, in the framework of a Compulsory Secondary Education. The methodology PEDRO JURADO DE LOS SANTOS -ÁLVARO LAFUENTE CARRASCO -M. DELIA JUSTINIANO DOMÍNGUEZ 220 Contextos Educ., 25 (2020), 219-236 used is descriptive-interpretative ex post facto. The method is conducted under a triangulation of data sources (students-teachers), using ad hoc questionnaires.The results obtained enlighten the interceding factors in family, cultural and socio-demographic, social relations in and out of the classroom, the selfconcept of the students, the academic marks, as well as the academic and leisure habits. Besides, the study focusses on the teachers' role, the educative center and its context and its interrelation with the disruptive behaviour appearance in the classroom. In conclusion, this work suggests the required implications such as taking into account disruptive behaviours as indicators of the need for improvements in the teaching and learning process and adaptation of the practice in the classroom context.

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“…For Kayıkçı (2009), setting a positive teacher-student communication, caring students' needs and interests; motivating students; setting reasonable classroom rules and organizing the settings of students are the key factors for an appropriate classroom discipline.…”

Section: What Is Classroom Management?mentioning

confidence: 99%

How to Manage the Unmanageable Classes?

Kaya¹

2017

IOSR JHSS

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Abstract:Developing effective classroom management in 21st century classrooms is a challenging task for all teachers including experienced, novice, young and old. Although many researches have been conducted to present effective classroom strategies, no single technique, admittedly, can be accepted as the most appropriate for teachers and situations. Whether the applied strategies work in the classrooms has become another research area for educators (Altınel, 2006;Baker & Westrup, 2000; Demir, 2009; Tahir & Qadir, 2012). Researchers have conducted studies on CM problems and students' perception of teachers' management skills (Aydın & Bahçe, 2001; İnceçay & Dollar, 2012; LaMaster, 2001; Merç, 2004,). Almost in all studies, classroom management is considered to be the actions taken by the teacher to set order and discipline during lessons (Doyle, 1986). These actions can be listed as asserting the authority, developing a management plan to make learning efficient, setting discipline and order for safe learning environment, leading students to take responsibilities for their own learning and applying methods to solve problems and conflicts in class. This study aims at clarifying the term Classroom Management (CM); presenting drawbacks in classroom management and involving efficient classroom management strategies and suggestions for the teachers.

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The effect of classroom management skills of elementary school teachers on undesirable discipline behaviour of students

Cited by 38 publications

References 7 publications

Classroom Management Problems and Coping Strategies of Turkish Student EFL Teachers

Classroom Management Problems and Coping Strategies of Turkish Student EFL Teachers

Conductas disruptivas en Educación Secundaria Obligatoria: análisis de factores intervinientes

How to Manage the Unmanageable Classes?

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