Views of Teachers Working at Turkish Schools in England about Students’ Misbehaviors in Classroom

Abstract

The aim of this research is to point out views of teachers working at Turkish schools in England about misbehaviours of students’ in Turkish lessons. The research has been carried out in accordance with the phenomenological design of qualitative research designs, descriptive analysis technique was used for data analysis. The research has been carried out with 23 teachers chosen by basing maximum variety sampling at schools in England. Data has been gathered with semi-structured interview form prepared by taking advantage of body of literature and expert opinion by researcher. According to teachers, the most misbehaviour is “talking out of turn” in lessons. Misbehaviours such as “playing with personal stuff”, “not being interested in lesson/not listening” follow this misbehaviour. Majority of teachers have stated that they have got training about solutions of misbehaviours and they find themselves proficient. It has been determined that problems resulting from “family” and “circle of friends” caused most misbehaviours. It has been found out that teachers most use method of “warning”, “talking/giving advice”, “communicating well with students” etc. in order to cope with misbehaviours faced in classroom. Teachers regard “raising parents awareness/informing” as very significant in preventing misbehaviours.

Keywords

• Unwanted behavior,Turkish supplementary school,Classroom manegament

Views of Teachers in Turkish Schools in England Related to Students’ Misbehaviors in Classroom

Öz

References

1. Akar, İ. (2002). Öğrenci davranışlarını etkileyen etmenler [Factors affecting student behaviors] In Z. Kaya (Ed.), Sınıf yönetimi [Classroom education] (pp. 89-112). Ankara, Turkey: Pegem A Publishing.
2. Aksoy, N. (1999). Classroom management and student discipline in elementary schools of Ankara (Turkey). (EdD, University of Cincinnati, Publication No: AAT 9960863). Retrieved from http:// www.lim.umi.com/dissertations/fullcit/9960863
3. Aksoy, N. (2000). Sınıf içi disiplin sorunlarını azaltmada izlenebilecek temel yaklaşımlar [Basic approaches to reducing disciplinary problems in the classroom]. Eğitim Araştırma Dergisi [Education Resarch Journal], 1(2), 5-9.
4. Atıcı, M. (1999). An exploration of the relationships between classroom management strategies and teacher efficacy in English and Turkish primary school teachers. (Unpublished EdD Thesis, University of Leicester, Leicester, UK).
5. Baker, C. (2011). Anne-babalar ve öğretmenler için rehber iki dilli eğitim [A parents' and teachers' guide to bilingualism (parents' and teachers' guides)] (3rd ed.). (S. Güvener, Trans.). İstanbul, Turkey: Heyamola.
6. Balay, R. (2014). 2000’li yıllarda sınıf yönetimi [Class management in 2000s]. Ankara, Turkey: Pegem Publishing.
7. Başar, H. (2011). Sınıf yönetimi [Classroom management] (17th ed.). Ankara, Turkey: Anı Publishing.
8. Bayat, A. (2016). İki dillilik bağlamında İngiltere’de yaşayan Türk çocuklarının ana dili Türkçeyi öğrenme durumları [The learning state of Turkish as mother tongue for Turkish children living in England in bilingualism]. (Master’s thesis, Gazi University, Ankara, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/

9. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri [Scientific research methods] (25th ed.). Ankara, Turkey: Pegem A Publishing.
10. Cabaroğlu, N., & Altınel, Z. (2010). Misbehavior in EFL classes: teachers' and students' perspectives. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Journal of Çukurova University Institute of Social Sciences], 19(2), 99-119.
11. Celep, C. (2008). Sınıf yönetiminde kuram ve uygulama [Theory and practice in classroom management]. (4th ed.). Ankara, Turkey: Pegem A Publishing.
12. Charles, C. M. & Senter, G. W. (2005). Elementary classroom management (4th ed.). New York: Pearson Education.
13. Crawshaw, M. (2015). Secondary school teachers’ perceptions of student misbehaviour: A review of international research, 1983 to 2013. Australian Journal of Education, 59(3), 293–311.
14. Demiroğlu, A. (2001). İlköğretim okulları birinci kademede sınıf düzeninin sağlanmasında öğretmen özelliklerinin etkisi [The effect of teachers characteristics in providing classroom discipline in primary schools]. (Master’s thesis, Marmara University, İstanbul, Turkey) Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
15. Ding, M., Li, Y., Li, X., & Kulm, G. (2008). Chinese teachers’ perceptions of students’ classroom misbehaviour. Educational Psycholog. 28(3), 305–324. doi:10.1080/01443410701537866
16. Doğar, A. (2013). İlköğretim II. kademe (6. 7. ve 8. sınıflar) beden eğitimi derslerinde öğrencilerde görülen istenmeyen davranışlar ve öğretmenlerin yaklaşımlarının değerlendirilmesi [The evaluation of students' undesirable behaviors that are seen in physical education courses in primary school secondary stage (6th, 7th and 8th grades) and teachers' approaches to them]. (Doctoral dissertation, Atatürk University, Erzurum, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
17. Erden, M. (2014). Sınıf yönetimi [Classroom management] (2nd. ed.). Ankara, Turkey: Arkadaş Publishing.
18. Erdoğan, İ. (2003). Sınıf yönetimi [Classroom management] (6th ed.). İstanbul, Turkey: Sistem Publishing.
19. Fidan, N.& Erden, M. (1994). Eğitime Giriş [Introduction to education science] (5th ed.). Ankara: Meteksan.
20. Ghazi, S. R., Shahzada, G., Tariq, M., & Khan, A. Q. (2013). Types and causes of students’ disruptive behavior in classroom at secondary level in Khyber Pakhtunkhwa, Pakistan. American Journal of Educational Research, 1(9), 350-354.
21. Ho, C., & Leung, J. (2002). Disruptive classroom behaviors of secondary and primary school students. Educational Research Journal, 17, 219–233.
22. Houghton, S., Wheldall, K., & Merrett, F. (1988). Classroom behavior problems which secondary school teachers say they find most troublesome. British Educational Research Journal, 14, 297–312.
23. Johnson, Z, D., Claus, C. J., Goldman Z. W., & Sollitto, M. (2016). College student misbehaviors: an exploration of instructor perceptions. Communication Education, 66(1), 54-69. doı: 10.1080/03634523.2016.1202995.
24. Johnson, Z, D., Goldman Z. W., & Claus, C. J., (2018). Why do students misbehave? An initial examination of antecedents to student misbehavior. Communication Education, 66(1), 54-69, doı: 10.1080/03634523.2016.1202995.
25. Keskin, M. A. (2002). Sınıf öğretmenlerinin karşılaştıkları istenmeyen öğrenci davranışları ve başetme yolları (Altındağ-AnkaraÖrneği) [Student misbehaviours that classroom teachers confront and the ways they use to cope with them (case of Altındağ-Ankara)] (Master’s thesis, Hacettepe University, Ankara, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
26. Keyik, H. (2014). İlkokul birinci sınıf öğretmenlerinin öğrencilerin istenmeyen davranışlarıyla baş etmede kullandıkları sınıf yönetimi stratejileri[Classroom management strategies of teachers used in coping with misbehavior of students who are at primary school first grade level]. (Master’s thesis, Mehmet Akif Ersoy University, Burdur, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
27. Kırbaş, Ş., & Atay, A. (2017). Sınıf öğretmenlerinin sınıf yönetiminde yaşadığı sorunlar ve çözüm önerileri [The problems of elementary school teachers in class management and suggestions for solution]. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 12(28), 517-538. doi: http://dx.doi.org/10.7827/TurkishStudies.1245.1
28. Kyriacou, C. (2010). Japanese high school teachers’ views on pupil misbehaviour. Pedagogy, Culture & Society, 18(3), 245–259. doi: 10.1080/14681366.2010.505459.
29. Little, E. (2005). Secondary school teachers’ perceptions of students’ problem behaviours. Educational Psychology, 25(4), 369-377.
30. Office for Standards in Education, Children’s Services and Skills [OFSED]. (2014). Below the radar: Low-level disruption in the country’s classrooms. Manchester, England: Harford, S.
31. Okutan, M. (2005). Sınıf yönetiminde örnek olaylar [Case studies in classroom management]. Milli Eğitim Dergisi [National Education Journal], 33(168).
32. Öztürk, H. İ., & İra, N. (2006). İstenmeyen davranışların engellenmesi ve yönetilmesi [Preventing and managing misbehaviors]. In Münevver Yalçınkaya and İlhan Günbayır Alıcı (Eds.) Sınıf Yönetimi [Classroom Management]. İstanbul, Turkey: Lisans Publishing.
33. Öztürk, N. (2001). Sınıf öğretmenlerinin istenmeyen öğrenci davranışlarına ilişkin görüşleri [The views of classroom teachers on student misbehaviour]. (Master’s thesis, Hacettepe University, Ankara, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
34. Paliç, G., & Keleş, E. (2011). Sınıf yönetimine ilişkin öğretmen görüşleri [Teacher Opinions on Classroom Management]. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice ], 2, 199- 220.
35. Sadık, F., & Aslan, S. (2015). İlkokul sınıf öğretmenlerinin disiplin problemleri ile ilgili görüşlerinin incelenmesi [An investigation of the elementary school classroom teachers’ views regarding discipline problems]. Turkish Studies - International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(3), 115-138.
36. Sadık, F. (2000). İlköğretim I. aşama sınıf öğretmenlerinin sınıfta gözlemledikleri problem davranışlar [Disruptive behaviours in the classroom observed by the primary school teachers]. (Master’s thesis, Çukurova University, Adana, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
37. Sadık, F. (2006). Öğrencilerin istenmeyen davranışları ve bu davranışlarla baş edilme stratejilerinin öğretmen, öğrenci ve veli görüşlerine göre incelenmesi ve güvengen disiplin modeli temele alınarak uygulanan eğitim programının öğretmenlerin baş etme stratejilerine etkisi [The investigation of students’misbehaviors and strategies to cope with misbehaviors according to teachers’, students’ prespectivies and the effect of assertive discipline model based training program on teacher’ discipline strategies]. (Doctoral dissertation, Çukurova University, Adana, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
38. Sağlam, M., & Balay, R. (2008). Sınıf içi olumsuz davranışlara ilişkin öğretmen görüşleri [The opinions of teachers concerning the negative behaviors in class]. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi [YYU Journal of Education Faculty], 5(2), 1-24.
39. Sayın, N. (2001). Sınıf öğretmenlerinin karşılaştıkları istenmeyen öğrenci davranışları ve bu davranışların nedenlerine ilişkin görüşleri ile istenmeyen davranışları önleme yöntemleri [Undesirable behaviors by classroom teachers and their opions about the reosan of those behaviors and the methods for preventing them]. (Master’s thesis, Anadolu University, Eskişehir, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
40. Stephenson, J., Linfoot, K., & Martin, A. (2000). Behaviors of concern to teachers in the early years of school. International Journal of Disability Development and Education, 47, 225-235.
41. Sun, R. C. F., & Shek, D. T. L. (2012). Classroom misbehavior in the eyes of students: A qualitative study. the Scientific World Journal doi:10.1100/2012/398482.
42. Taş, S. (2008). Sınıf yönetimi modelleri [Classroom managament models]. In B. Yiğit (Ed.), Sınıf yönetimi teori ve pratik uygulamalar [Classroom management theory and practical applications] (pp. 129-144). İstanbul, Turkey: Kriter Publishing.
43. Tezcan, H., & Demir, Z. (2006). Lise kimya öğretmenlerinin sınıf disiplini hakkındaki görüşleri [Opinions of high school chemistry teachers about the class discipline].Gazi Eğitim Fakültesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 26, (1), 101-112.
44. Türnüklü, A., & Galton, M. (2001). Students’ misbehaviours in Turkish and English primary classrooms. Educational Studies, 27(3), 291-305.
45. Türnüklü, A., & Yıldız V. (2002). Öğretmenlerin öğrencilerin istenmeyen davranışlarıyla başa çıkma stratejileri [Teachers 'strategies to deal with students' unwanted behavior]. Çağdaş Eğitim Dergisi [Journal of Contemporary Education], 284, 7-22.
46. Uysal, A. (2015). Bir diaspora mekânı olarak Londra Türk okulları [Turkish supplementary schools in London as a diaspora space]. Uluslararası Sosyal Araştırmalar Dergisi [The Journal of International Social Research]. 41(8), 756-768.
47. Wheldall, K., & Merrett, F. (1988). Which classroom behaviors do primary school teachers say they find most troublesome. Educational Review, 40(1), 13–27.
48. Wragg, E. C., & Dooley, P. A. (1996). Class management during teaching practice. In E. C. Wragg (Ed.), Classroom teaching skills (pp. 21-46). London: Routledge.
49. Yaman, H., & Dağtaş, A. (2015). İngiltere’deki iki dilli Türk çocuklarına Türkçe öğreten öğretmenlerin ihtiyaç analizi: Swot analizi örneği [Needs an analysis of teachers who teach Turkish to Turkish bilingual children in England: a sample swot analysis]. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi [International Journal of Social and Educational Sciences], 2(4), 47-82.
50. Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara, Turkey: Seçkin Publishing.