International Journal of Educational Studies and Policy

Yazarlar: Merve Şenol , Berna Yüner

Konular:-

Anahtar Kelimeler:Classroom management,Undesired behavior,Teacher

Özet: The purpose of this study is to define undesirable student behaviors based on the opinions of preschool and classroom teachers and examine teachers' strategies to manage these behaviors. The population of the research consists of classroom teachers and preschool teachers working in Yozgat city center in 2017-2018 academic year. This study is a mixed research in survey model. Qualitative method was conducted via interviews with 11 teachers. Sample of the quantitative method consisted of 227 teachers and data were collected through inventory of strategies for managing undesired behaviors. For the analysis of the data content analysis and descriptive analysis were used. As a result of this research, undesirable behaviors were listed under the themes of aggression, non-compliance, interpersonal conflict and irresponsibility. It was observed that students’ physical and verbal violence, disturbing each other and damaging the belongings were the most frequent undesirable behaviors in classrooms while the least one was students’ irresponsibility for the course such as not doing their homework or not bringing course materials. It was determined that to control the undesired behaviors in classrooms, teachers mostly applied thinking-based strategies, then emotion-based strategies and behaviorbased strategies, respectively. Gender was found to be a significant variable in teachers’ strategies for managing undesired behavior. In thinking-based strategies, then emotion-based strategies and behavior-based strategies, significant difference was observed in favor of female teachers. However, it was determined that age and years of experience variables did not make a significant difference.

---