The Effects of Positive/Negative Teachers’ Behaviors Related to Classroom Management on Pre-Service Science Teachers

Year 2023, Volume: 7 Issue: 13, 122 - 133, 21.03.2023

Fatma Coştu

https://doi.org/10.31458/iejes.1228610

Abstract

This study was carried out to determine the behaviors of teachers about classroom management and the effects on their students, through experienced the real cases (or events, or stories) about classroom management written by the pre-service science teachers (PSTs). The stories about classroom management were collected using the documentation technique. The PSTs were asked to write down a real case that they encountered in the classroom environment in their earlier education phases and these collected cases were used as a data collection tool in the research. The study group was consisted of a totally 76 PSTs enrolled junior level in Science Education Department. The PSTs took the “classroom management” course and the presented real cases in the content of an assignment they prepared. The contents of the stories written by them were analyzed descriptively. As a result of the analyzes, it was found out that the classroom management events of the PSTs generally took place in the secondary and high school, in the mathematics course as the course type and in the strictly controlled classrooms as the classroom behavior environment. Also, it was determined that the classroom management events are generally caused by students and the reaction of teachers to these events is generally negative.

Keywords

Classroom management, unwelcome students’ behaviors, positive teachers’ behaviors, negative teachers’ behaviors

References

• Adair, J., & Adair, T. (1994). Zaman yönetimi [Time management] (B. Güngör, Çev.). Ankara: Öteki Publishing House.
• Adams, T., Koster, B., & den Brok, P. (2022). Patterns in student teachers' learning processes and outcomes of classroom management during their internship. Teaching and Teacher Education, 120, 103891. https://doi.org/10.1016/j.tate.2022.103891
• Adedigba, O., & Sulaiman, F. R. (2020). Influence of teachers' classroom management style on pupils' motivation for learning and academic achievement in Kwara State. International Journal of Educational Methodology, 6(2), 471-480.
• Ağaoğlu, E. (2002). Sınıf yönetimiyle ilgili genel olgular [General facts about classroom management]. In Z. Kaya (Ed.). Sınıf yönetimi [Classroom management]. (pp. 1-14). Ankara: Pegem A Yayıncılık.
• Alkan, H., Güzel, E., & Elçi, A. (July, 2004). Öğrencilerin matematiğe yönelik tutumlarında matematik öğretmenlerinin üstlendiği rollerin belirlenmesi [Determining the roles of mathematics teachers in students' attitudes towards mathematics]. Paper presented at XIII. Ulusal Eğitim Bilimleri Kurultayı. Malatya, Türkiye.
• Allen, K. P. (2010). Classroom management, bullying and teacher practices. The Professional Educator, 34(1), 1-15.
• Anıl, D., Özkan, Ö. Y., & Demir, E. (2012). PISA 2012 Araştırması Ulusal Nihai Raporu [National Final Report of the PISA 2012 Survey]. Milli Eğitim Bakanlığı (MEB). http://pisa.meb.gov.tr/meb_iys_dosyalar/2020_12/23172540_pisa2012-ulusal-nihai-raporu.pdf
• Arabacı, İ. B. (2006). Öğretme-öğrenme sürecine öğrencilerin katılımı ve sınıfta demokrasi [Student participation in the teaching-learning process and democracy in the classroom]. Çağdaş Eğitim Dergisi [Journal of Contemporary Education], 30(316), 20-27.
• Arwood-Barton, S., Morrow, L., Lane, K., & Jolivette, K. (2005). Project IMPROVE: Improving teachers’ ability to address students’ social needs. Education and Treatment of Children, 28(4), 430-443.
• Başar, H. (2002). Sınıf yönetimi [Classroom management]. Ankara: PegemA Publishing House.
• Başaran, E. İ. (1988). Eğitim yönetimi [Education management]. Ankara: Gül Publishing House.
• Bernier, V., Gaudreau, N., & Massé, L (2022). Teachers’ attitudes in classroom management as perceived by pupils with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 27(1), 58-71. https://doi.org/10.1080/13632752.2022.2058561
• Bulut, A. (2020). Sınıf yönetimi becerisinin ölçümü: Okul öncesi öğretmenleri üzerine kesitsel bir tarama [Measurement of classroom management skills: A cross sectional study on preschool teachers]. Journal of Computer and Education Research, 8(16), 590-607. https://doi.org/10.18009/jcer.741388
• Burden, P. E. (1995). Classroom management and discipline: Methods to facilitate cooperation and instruction. New York: Longman Publishers.
• Cummings, C. (2000). Winning strategies for classroom management. USA: ASCD Publication.
• Cunningham, B., & Sugawara, A. (1988). Preservice teachers’ perceptions of children’ problem behaviours. Journal of Education Research, 82(1), 34-39. https://doi.org/10.1080/00220671.1988.10885862
• Çoban, G. S. & Cizrelioğulları, M. N. (2021). Okul öncesi öğretmenlerinin sınıf yönetimine dair görüşleri [Preschool teachers’ views on classroom management]. Journal of Computer and Education Research, 9(17), 248-277. https://doi.org/10.18009/jcer.856884
• Dağdelen, M. & Yıldız, A. (2022). The relationship between the secondary school students’ mathematics anxiety and mathematical literacy self-efficacy. Journal of Computer and Education Research, 10(20), 636-655. https://doi.org/10.18009/jcer.1165625
• Demirel, Ö. (2000). Plandan uygulamaya öğretme sanatı [The art of teaching from plan to execution]. Ankara: Pegem A Publishing House.
• Duman, T., Gelişli, Y., & Çetin, Ş. (2004). Ortaöğretim öğrencilerinin, öğretmenlerin sınıfta disiplin sağlama yaklaşımlarına ilişkin görüşleri [Opinions of secondary school students on teachers' approaches to providing discipline in the classroom]. Türk Eğitim Bilimleri Dergisi [Turkish Journal of Educational Sciences], 2(3), 281-292.
• Dunbar, C. (2004). Best practices in classroom management. Michigan State University. https://www.mona.uwi.edu/cop/sites/default/files/resource/files/Best%20practices%20in%20classroom%20management.pdf
• Evans, K., & Lester, J. (2010). Classroom management and discipline: Responding to the needs of young adolescents. Middle School Journal, 41(3), 56-63.
• Herman, K. C., Reinke, W. M., Dong, N., & Bradshaw, C. P. (2022). Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial. Journal of Educational Psychology, 114(1), 144-160.
• Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534. https://doi.org/10.3102/00028312038003499
• Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers’ classroom discipline and student misbehavior in Australia, Chine and Israel. Teaching and Teacher Education, 21(6), 729-741.
• Lim, C., Pek, M., & Chai, C. (2005). Classroom management issues in ICT mediated learning environments: Back to the basics. Journal of Educational Multimedia and Hypermedia, 14(4), 391-414.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Pub.
• Lowell, C., & Gallup, A. M. (2002). The 34th annual Phi Delta Kappa/Gallup poll of the public’s attitude towards the public schools. Phi Delta Kappan, 84(1), 41-56.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Pub.
• Ritter, J. T., & Hancock, D. R. (2007). Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers. Teaching and Teacher Education, 23(7), 1206-1216. https://doi.org/10.1016/j.tate.2006.04.013
• Şahin, A. (2011). Öğretmen algılarına göre etkili öğretmen davranışları [Effective teacher behaviors according to teacher perceptions]. Kırşehir Ahi Evran University Journal of the Faculty of Education, 12(1), 239-259.
• Shank, M. K., & Santiague, L. (2022). Classroom management needs of novice teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(1), 26-34.
• Shen, K. M., Cheng, Y. W., & Lee, M. H. (2022). Exploring preschool teachers’ conceptions of teaching and learning, and their self-efficacy of classroom management and pedagogical content knowledge. The Asia-Pacific Education Researcher, 1-11.
• Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172.
• Sikes, P. (2007). Auto/biographical and narrative approaches. http://www.tlrp.org/capacity/rm/wt/sikes/ Snyder, D. W. (1998). Classroom management for student teachers. Music Educators Journal, 84(4), 37-41.
• van Marrewijk, A., Sankaran, S., Müller, R., & Drouin, N. (2021). A biographical research approach. In Megaproject Leaders (pp. 12-19). Edward Elgar Publishing.
• Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25-38.
• Whyte, J., & Anthony, G. (2012). Maths anxiety: The fear factor in the mathematics classroom. New Zealand Journal of Teachers’ Work, 9(1), 6-15.
• Wolff, C. E., Jarodzka, H., & Boshuizen, H. (2021). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33(1), 131-148. https://doi.org/10.1007/s10648-020-09542-0
• Yalçınkaya, M. & Tonbul, Y. (2002). İlköğretim okulu sınıf öğretmenlerinin sınıf yönetimi becerilerine ilişkin algı ve gözlemler [Perceptions and observations of primary school classroom teachers on classroom management skills]. Ege Eğitim Dergisi [Ege Education Journal], 2(1), 96. Retrieved from https://dergipark.org.tr/en/pub/egeefd/issue/4923/67350