Genel Sistemler Kuramının ve Yapısal Aile Terapisi Yaklaşımının Okul Öncesinde Sınıf Yönetimine Uyarlanması

Year 2017, Volume: 46 Issue: 2, 665 - 696, 15.10.2017

Mustafa Yaşar

Abstract

Öz

Sınıf yönetimine yönelik uygulamalar
ve müdahaleler çoğunlukla davranışçı öğrenme kuramlarını temel almaktadır.
Davranışçı öğrenme kuramları bireyi ve bireyin davranışlarını uyarıcı-tepki
bağı içerisinde ön plana çıkartarak çoğu zaman davranışın ortaya çıktığı
bağlamı ve etkileşim örüntülerini görmezden gelmektedir. Bu araştırmanın amacı,
sınıf ortamı ile aile yaşamı arasındaki benzerlikleri ortaya koyarak sınıf
içerisinde oluşan yapıyı incelemek ve okul öncesi öğretmenlerinin yaşadıkları
sınıf yönetimi kapsamındaki deneyimlerini ortaya koymak ve onların bu
deneyimlerini Genel Sistemler Kuramı ve Yapısal Aile Terapisi kuramsal çerçevesi
içerisinde yorumlamaktır. Bu araştırmada, Adana ili Yüreğir ilçesinde bulunan
bir bağımsız anaokulunda çalışan sekiz öğretmenle yıl içerisinde farklı
dönemlerde olmak üzere ikişer defa görüşmeler yapılmıştır. Bu görüşmelerde
öğretmenin sınıf içindeki deneyimleri ve karşılaştığı durumları nasıl
algıladıkları sorulmuş, bu görüşmeler kaydedilmiş ve birebir dökümü alınmıştır.
Toplanan veriler içerik analizi yapılarak analiz edilmiştir. Bulgular temel
olarak; döngüsel davranış kalıpları, inanç ve değerler ve çevresel etkenler olmak
üzere üç ana kategoride toplanmaktadır. Sonuç olarak, öğretmenlerin otorite
kurabildiği, kuralların net ve beklentilerin tutarlı olduğu ve sınıf içerisinde
çocukların kendi bireysel özerkliklerinden vazgeçmeden kendilerini sınıfa ait
hissettikleri sınıflarda davranış problemlerinin azaldığı ve pozitif bir sınıf
atmosferinin oluştuğu görülmektedir. Bu bulgular aile araştırmaları
bulgularıyla örtüşmektedir.

Keywords

Genel Sistemler kuramı, Aile terapisi, sınıf içi etkileşim, sınıf yönetimi

Adaptation of General System Theory and Structural Family Therapy Aproach to Classroom Management in Early Childhood Education

Abstract

Abstract

 

The applications and interventions related to classroom management are often based on behaviorist learning theories. While focusing on individual and the behavior, behaviorist learning theories often neglect the context and the patterns of communication through which the behavior arises. This study aims to examine the structure of a classroom by exploring the similarities between classroom and family life. General Systems Theory and Structural Family Therapy were used to explore and  interpret preschool teachers' classroom management experiences. In this study, eight teachers working in an independent preschool in Yuregir, Adana, were chosen to be interviewed twice during different time in a year. These interviews were done to identify their classroom management approaches and explore the management problems that they were experiencing. The data were analyzed through qualitative content analysis. The findings fell into three main categories: behavior patterns, belief systems and context. It was found that when teachers establish a sense of authority in the classroom, when the rules and the expectations were clear and consistent, and when students form a sense of belongingness in the classroom without sacrificing their sense of autonomy, then behavioral problems seemed to be decreased. These findings correspond with those of family studies. 

Keywords

General Systems Theory, family therapy, classroom interaction, classroom management

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