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Makale Özeti:
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Bu çalışmada, ilköğretim ve ortaöğretim kademelerinde çalışan öğretmenlerin, “sınıf yönetimi” kavramına ilişkin görüşlerini; “öğretmen özellikleri, “sergilenen yaklaşımlar”, “karşılaşılan sorunlar” ve “öneriler” boyutlarında incelemek amaçlanmıştır. Çalışmada, öğretmenlerin görüşlerini belirlemek amacıyla betimsel analiz yaklaşımı kullanılmıştır. Çalışmanın örneklemini 2009–2010 eğitim öğretim yılı Rize ilindeki ilköğretim ve ortaöğretim kurumlarında görev yapan toplam 42 öğretmen oluşturmaktadır. Çalışmada, 4 açık uçlu sorudan oluşan yazılı görüşme formu kullanılmıştır. Araştırmacılar tarafından örneklemdeki öğretmenlerin ifadeleri arasındaki benzerlik ve farklılıklar karşılaştırılarak kategoriler oluşturulmuştur. Çalışma sonucunda, etkili bir sınıf yönetimi için önemli görülen öğretmen özellikleri; “kişisel özellikler”, “mesleki özellikler” ve “öğrenciye yaklaşım” olarak belirlenmiştir. Çalışmada yer alan öğretmenlerin sınıf yönetiminde önlemsel, gelişimsel ve tepkisel yaklaşımlara uygun davranışlar sergiledikleri görülmüştür. Ayrıca, öğretmenlerin en çok karşılaştığı sorunlar öğrenci farklılıkları, farklı aile ortamlarının yansıması ve öğrencinin derse tutumu olarak belirlenmiştir. Uygulanacak hizmet öncesi ve hizmet içi eğitim programları ile tüm öğretmenlerin sınıf yönetiminde çağdaş yaklaşımlara uygun bir anlayışa ve yeterliğe sahip olmalarının sağlanması önerilmektedir. Ayrıca, öğretmenlerle okul, aile, çevre ve rehberlik hizmetleri arasında sıkı bir işbirliği sağlanması için gerekli düzenlemeler yapılması önerilmektedir.
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Alternatif Dilde Özet:
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Background: The quality of teaching and learning is related to quality of classroom management (Harris, 1991; Demirel, 2005; Şentürk & Oral, 2008). There are various approaches about classroom management in the literature. Wragg’s (1993) seven approaches are authoritarian, free approach, behavior guidance, relationship between people, scientific, social system and folklore; while Levin and Nolan’s (1991) three approaches are interventionist, non-interventionist and interactionist and Başar’s (2001) four approaches are reactive, precautionary, developmental and holistic. Knowing these approaches will guide teachers to construct effective classroom management.
Purpose: In this study, it is aimed to observe opinions of teachers working in primary and secondary schools on the concept of ‘classroom management’ in terms of ‘teacher qualifications’, ‘approaches being displayed’, ‘problems faced’ and ‘suggestions’ dimensions.
Method: Descriptive analysis method was used to determine the opinions of teachers. The sample of the study was 42 teachers working at primary and secondary schools in Rize province within the 2009-2010 educational year. A written interview form consisting of 4 open-ended questions was used as the data collection tool. Categories have been formed by researchers through the comparison of similarities and differences between statements of teachers. As a result of the study, teacher qualities for an efficient classroom management have been determined as ‘personal characteristics’, ‘professional characteristics’ and ‘teacher approach to student’.
Findings: Findings obtained from the study have been classified under four sub headings: ‘teacher qualities’, ‘approaches displayed by teachers’, ‘frequently faced problems’ and ‘suggestions for an efficient classroom management’. It is seen that teachers working in primary and secondary schools mainly concern ‘personal characteristics’, ‘professional characteristics’ and ‘teacher approach to student’. In the category of personal characteristics, teachers working in both levels seemed to have ‘patience’ and ‘empathy’ as common features in their statements. While in the category of professional characteristics, teachers in both levels mentioned ‘field knowledge’, ‘communicative skills’, ‘professional experience’ and ‘being organized’ as key characteristics.
The teachers were observed to present precautionary approach, developmental approach and reactive approach. Similarly, the concepts of caring about students, maintaining good communication and empathy were mentioned by teachers working in both levels. However, only primary school teachers mentioned the concepts of ‘constant feedback’ and ‘giving emphasis on the student’s personal development’ whereas the secondary school teachers stated concepts of ‘avoiding negative criticism’ and ‘calling the students with their names’.
Regarding the problems mostly encountered in classroom management, teachers discoursed ‘student differences’, ‘effect of family environment’ and ‘student attitude towards the lesson’. In this respect, primary school teachers mentioned communication difficulties as the main problem. In contrast, secondary school teachers stated problems related to students’ lack of information. Apart from these, one common issue mentioned by primary and secondary school teachers was the problems of puberty in students.
Discussion and conclusions: Teachers working in both levels pointed out communicative skills, field knowledge, professional experience and being organized in terms of professional characteristics category. In addition to these features, teachers also mentioned the necessity of utilizing technology and latest advancements in educational activities. That is to say, teachers are well-equipped in their fields and they are aware of the fact that they need to improve themselves. This also means that desired outcomes may be achieved in instructional activities in this way. All these features point out teacher’s professional quality and competency and therefore result in the success of the learning and teaching activity (Büyükkaragöz, Muşta, Yılmaz, & Pilten, 1998).
Primary and middle school teachers in this study were observed to present attitudes suitable to precautionary, developmental and reactive approaches in classroom management. Moreover, it was determined that primary school teachers exhibit a sharper reactive approach as compared to secondary school teachers. According to Başar (2004), dominant use of reactive approach may be an indicator of the restricted classroom management competency level. This situation may be attributed to classroom management competence of the primary school teachers.
Regarding creating an efficient classroom management, teachers working in primary and secondary schools generally stated student differences, family issues and problems related to student attitudes towards the lesson. In addition, more than half of the teachers both in primary schools and secondary schools mentioned the issues resulting from students’ not performing homework and not keeping proper notebooks. This situation may be related to students’ irrelevance to lessons, disinterest in learning or irresponsibility. It is a striking fact that teachers of both levels noted that crowded classes make it difficult to control the classroom. For this reason, classroom setting should be organized so as to avoid disturbance and lack of concentration among students (Öztürk, 2003; Seven & Engin, 2006; Yaman, 2006; Şentürk & Oral, 2008). Since large classes affect learning negatively, it would be more convenient for the teacher to reduce the number of students in the classes in terms of classroom management.
For an efficient education to take place, a suitable classroom setting, a qualified teacher, school, student and parent cooperation is necessary as well as an order formed by certain classroom rules determined by the consensus of all the stakeholders of education. In order to set this environment, it can be suggested to make all teachers have contemporary classroom management competences and dispositions by means of pre-service and in-service training programs. And for researchers, it may be suggested to do research on opinions of lecturers of primary school and secondary school science and mathematics fields education departments regarding efficient classroom management and probable similarities and differences between these opinions.
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