Undesirable Student Behaviors Faced by Classroom Teachers and Ways of Coping With

Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors

“…The teachers' instructing and management behavior is related to the quality of education. Therefore, the literature mostly investigated the teachers' perception about discipline and how they cope with deviation (Cankaya & Canakci, 2011;Celikkaleli &Inandi, 2012;Cetin, 2013;Ding, Li, Li & Kulm, 2008;Ekici & Ekici, 2014;Hemde, 2010;Johansen, Little& Akin-Little, 2011;Kulinna, 2007Kulinna, -2008; Kyriacou & Martin, 2010;Little 2005;Martin, Linfoot & Stephenson, 1999;Oliver, Wehby& Reschly, 2011;O'Neil & Stephenson, 2013;Sun & Shek, 2012;Yildirim, 2012;Yildiz, 2006). There are many quantitative research studies investigating ways to tackle discipline from the point of view of the students (Duman, Cetin & Gelisli, 2004;Infantino &Little, 2005;King, Gullone & Dadds, 1990;Lewis, 2001;Oz &Sadik, 2015;Sadik, 2008;Sahin & Arslan, 2014;Sahin& Altunay, 2011;Tulley & Chiu, 1997) through questionnaires and scales.…”

Investigating the views of high school teachers about classroom management<p>Lise öğretmenlerinin sınıf yönetimine ilişkin görüşlerinin incelenmesi

“…Bu çok doğal bir durumdur çünkü her sınıfın kendine has bir yapısı vardır ve öğretmenler sınıflarını yönetirken sınıf ortamıyla ilgili özellikleri göz önünde bulundurmalıdır (Weinstein, 1996). Bu nedenle öğretmenlerin sınıflarını nasıl yönettikleri yıllardır birçok araştırmaya konu olmakta (Arbuckle& Little, 2004;Çankaya & Çanakçı, 2011;Çetin, 2013;Çubukçu & Girmen, 2008;Dağlı & Baysal, 2011;Ding, Li, Li & Klum, 2009;Ekici, 2008;Little, 2005;Sadık, 2016;Şahin & Arslan, 2014;Tulley & Chiu, 1998;Vatansever Bayraktar & Doğan, 2017;Yıldırım, 2012), öğretmenlerin yönetim davranışları farklı açılardan incelenerek eğitsel açıdan uygunluğu tartışılmaktadır (Akın & Koçak, 2007;Çelikkaleli & İnandı, 2012;Gatbonton, 2008;Güvenç &Güvenç, 2014;Güvenç, 2012;Kunter, Baumert & Köller, 2007;Okut, 2011;O'Neil & Stephenson, 2013;Reeve, 2009, Wubbels, 2011.…”

“…Ample research reveal that teachers as an effective factor of classroom management make their students learn the habits of taking responsibilities through planning activities in which the students take an active role and therefore affect them positively by creating good relations (Cangelosi, 1997;Evertson & Emmer, 2013;Weber, 1986). How teachers manage their classrooms is the subject of excessive research studies in this regard and the relevance of the teachers' behavior in terms of educational aspects have been widely discussed (Çankaya & Çanakçı, 2011;Çelikkaleli & İnandı, 2012;Çetin, 2013;Güvenç &Güvenç, 2014;Güvenç, 2012;Okut, 2011;Şahin &Arslan, 2014).However, when considering the published literature, most of the studies focus on primary and secondary school teachers and the research has been done only with quantitative methods. The limited research studies performed on the high school level refer to discipline problems and the teachers' strategies to cope with them (Akpınar & Özdaş, 2013;Atıcı & Çekici, 2009;Çelik & Ereskici, 2008;Kabaklı Çimen & Karaboğa, 2015;Kahveci, 2012;Sarpkaya, 2007).…”