THE RELATIONSHIP BETWEEN TEACHING EXPERIENCE LEVEL AND THE CLASSROOM MANAGEMENT ORIENTATIONS OF ENGLISH LANGUAGE TEACHERS

Yıl 2019, Cilt: 22 Sayı: 41, 75 - 88, 15.06.2019

Fidel Çakmak

https://doi.org/10.31795/baunsobed.581904

Cited By: 2

Öz

Managing
the classroom is one of the necessary skills for effective teaching. Teachers
adopt individual classroom management styles while implementing their classroom
activities. The current study aims to investigate the attitudes of novice and
experienced EFL teachers toward different classroom management styles
(interventionist, non-interventionist and interactionist) and how those
attitudes evolve in relation to their teaching experiences. The sample
consisted of 36 EFL teachers working at state schools Mersin, Turkey. Data were
gathered from the voluntary participants by employing a questionnaire and the
responses were analyzed statistically. Nonparametric test results indicated
that there was no statistically significant difference between the attitudes of
the novice and the experienced EFL teachers in terms of using interventionist styles.  Teachers reported exerting control in
classrooms irrespective of their experience level. Additionally, with respect
to non-interventionist and interactionist classroom management styles, more experienced
EFL teachers were found to be more flexible in their approach to classroom
management and were more likely to provide space for student modification of
the classroom setting. The more experienced EFL teachers were observed to allow
students to become more involved and active in classroom interactions and
dialogues empowering the students to create a common voice for the classroom
procedures and routines. Novice EFL teachers in contrast with their more
seasoned counterparts were more concerned with concretely following and
implementing the lesson plan according to set procedures.  These findings suggest that novice teachers
might benefit from additional in-service training to deepen their knowledge,
contextual flexibility, and practice of the different classroom management
styles.

Anahtar Kelimeler

Classroom Management Styles, Teaching Experience, EFL Teachers

İNGİLİZCE ÖĞRETMENLERİNİN SINIF YÖNETİMİ YAKLAŞIMLARI İLE ÖĞRETİM DENEYİMİ SEVİYELERİ ARASINDAKİ İLİŞKİ

Öz

Sınıf
yönetimi etkili öğretim için gerekli becerilerden biridir. Öğretmenler, ders
aktivitelerini gerçekleştirirken bireysel sınıf yönetim biçimleri edinirler. Bu
çalışma, mesleğe yeni başlayan İngilizce öğretmenleriyle deneyimli İngilizce
öğretmenlerinin sınıf yönetim biçimlerine (müdahaleci, müdahaleci olmayan ve
etkileşimsel) karşı tutumlarını deneyim yılı açısından incelemeyi
amaçlamaktadır. Örneklem, Mersin ilindeki devlet okullarında görev yapan 36
İngilizce öğretmeninden oluşmaktadır. Çalışmanın verisi gönüllü katılımcılara
uygulanan sormaca ile toplanmıştır ve cevaplar istatistiksel olarak analiz
edilmiştir. Parametrik olmayan test sonucu, müdahaleci sınıf yönetimi
yaklaşımı açısından mesleğe yeni başlayan İngilizce öğretmenleri ile deneyimli İngilizce
öğretmenleri arasında tutum olarak anlamlı bir fark olmadığını göstermektedir.
Öğretmenlerin deneyim seviyeleri, müdahaleci sınıf yönetimi yaklaşımı üzerinde
etkili bir rol oynamamıştır. Bu demektir ki, öğretmenlerin deneyim seviyeleri
ne olursa olsun sınıf içinde kontrol uygulamaktadırlar. Öğretmenlerin deneyim
seviyelerine müdahaleci olmayan ve etkileşimsel sınıf yönetimi yaklaşımları
açısından bakıldığında ise, deneyimli İngilizce öğretmenlerinin mesleğe yeni
başlayan İngilizce öğretmenlerine oranla daha esnek oldukları ve sınıf
ortamında öğrenciler tarafından yapılan değişikliklere olanak tanıdıkları
tespit edilmiştir. Buna ek olarak deneyimli İngilizce öğretmenleri,
öğrencilerin sınıf içi iletişimleri, sınıf prosedürleri ve stadartları için
ortak bir görüş oluşturmalarını kolaylaştıran diyaloglarda daha ilgili ve aktif
olmalarına olanak sağlamışlardır.  Bu
bulgular ışığında yeni mesleğe başlayan öğretmenlerin sınıf yönetimi
biçimlerini uygularken bağlamsal esnekliklerini ve sınıf içi etkileşim bilgilerini
arttırmak için hizmet içi eğitimden yararlanmaları önerilmektedir.

Anahtar Kelimeler

Sınıf Yönetimi Biçimleri, Öğretim Deneyimi, İngilizce Öğretmenleri

Kaynakça

• Adams, R. and Marstray, C. (1981). Teacher development: A study of factors related to teacher concerns for pre-, beginning and experiences teachers. Annual Conference of the American Educational Research Association, Los Angeles, CA. (ERIC (Document Reproduction Service No. ED200591).
• Akbaba, S. and Altun, A. (1998). Teachers’ reflections on classroom management. Paper presented at the Annual meeting of Mid-Western Educational Research Association, Chicago, IL.
• Aliakbar, M. and Heidarzadi, M. (2015). The relationship between EFL teachers’ belief and actual practices of classroom management. Cogent Education, 2, 1-13. Bosch, K. A. (2006). Planning classroom management. London: SAGE Publications.
• Brophy, J. (1986). Classroom management techniques. Education and Urban Society, 18(2), 182-194.
• Brophy, J. (2011). History on research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates.
• Cerit, Y. and Yüksel, S. (2015). Teachers’ perceptions of classroom management orientations in Turkish and Latvia contexts: A comparative study. Journal of Educational and Instructional Studies in the World, 5(3), 1-11.
• Çelebi, C. and Sünbül, A. M. (2015). A comparison of the roles of teachers in the teaching-learning process in the UK and Turkey. International Peer-Reviewed Journal Of Communication And Humanities Research, 6, 49-76.
• Daloğlu, E. M. (2002). Teacher perceptions on classroom management in teaching English as a foreign language. Unpublished master’s thesis, Uludağ Üniversitesi, Bursa, Türkiye.
• Egeberg, H. M., McConney, A. and Price, A. (2016). Classroom management and national professional standards for teachers: A review of the literature on theory and practice. Australian Journal of Teacher Education, 41(7), 1-18.
• Freiberg, H. J. (2002). Essential skills for new teachers. Educational Leadership, 59, 56-61.
• Glickman, C. D. and Tamashiro, R. T. (1980). Clarifying teachers' beliefs about discipline. Educational Leadership, 37, 459-464.
• Green, C. A. (2006). The first days of school: How effective teachers teach classroom management. Unpublished Dissertation, George Fox University, USA. Hagger, H. and McIntyre, D. (2000). What can research tell us about teacher education? Oxford Review of Education, 26(3-4), 483-495.
• Hicks, S. (2012). Self-efficacy and classroom management: A correlation study regarding the factors that influence classroom management. Doctoral dissertation, Liberty University, VA, USA.
• Kaymakamoğlu, S. E. (2018). Teachers’ beliefs, perceived practice and actual classroom practice in relation to traditional (teacher-centered) and constructivist (learner-centered) teaching (Note 1). Journal of Education and Learning, 7(1), 29-37.
• Kerrins, J. and Cushing, K. (2000). Taking a second look: Expert and novice differences when observing the same classroom teaching segment a second time. Journal of Personnel Evaluation in Education, 14(1), 5-24.
• Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38, 216-228.
• Laut, J. (1999). Classroom management: Beliefs of preservice teachers and classroom teachers concerning classroom management styles. Paper presented at the fall meeting of the teachers’ education conference, Charleston, SC.
• Levin, J. and Nolan, J. F. (2000). Principles of classroom management: A professional decision-making model (3rd ed.). London: Allyn and Bacon.
• Livingston, C. and Borko, H. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473–498.
• Martin, S. (2004). Finding balance: Impact of classroom management conceptions on developing teacher practice. Teaching and Teacher Education, 20, 405-422.
• Martin, N. and Baldwin, B. (1993). Validation of an inventory of classroom management style: Differences between novice and experienced teachers. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
• Martin, N. K. and Baldwin, B. (1994). Beliefs regarding classroom management style: Differences between novice and experienced teachers. Paper presented at the meeting of the Southwest Educational Research Association, San Antonio, TX.
• Martin, N. K. and Yin, Z. (1997). Attitudes and beliefs regarding classroom management style differences between male and female teachers. Paper presented at the 20th annual meeting of the Southwest Educational Research Association, Austin, TX.
• Martin, N. K., Yin, Z. and Baldwin, B. (1998). Construct validation of the attitudes and beliefs classroom control inventory. Journal of Classroom Interaction, 33(2), 6- 15. Martin, N. K. and Shoho, A. R. (2000). Teacher experience, training and age: The influence of teacher characteristics on classroom management style. Paper presented at the Annual meeting of the Southwest Educational Research Association, Dallas, Texas.
• Martin, N. K. and Sass, D. (2010). Construct validation of the behavior and instructional management scale. Teacher and Teacher Education, 26, 1124-1135.
• Manning, M. L. and Bucher, K. T. (2003). Classroom management: Models, applications, and cases. Upper Saddle River, NJ: Merrill/Prentice Hall.
• Melnick, S. and Meister, D. (2008). A comparison of beginning and experienced teachers' concerns. Educational Research Quarterly, 31(3), 39-56.
• Okut, L. and Öntaş, T. (2015). Classroom management beliefs of primary school mathematics and science teachers. Karaelmas Journal of Educational Sciences, 3, 117-125.
• Quek, C. L. (2013). Exploring beginning teachers' attitudes and beliefs on classroom management. New Horizons in Education, 61(2), 13-33.
• Rahimi, M. and Asadollahi, F. (2012). EFL teachers’ classroom management orientations: investigating the role of individual differences and contextual variables. Procedia - Social and Behavioral Sciences, 31, 43-48.
• Ritter, T. J. and Hancock, D. R. (2007). Exploring the relationship between certification sources, experience levels and classroom management orientations of classroom teachers. Teaching and Teacher Education, 23, 1206-1216.
• Sert, N. (2007). İngilizce eğitim programında sınıf disiplini. Kuram ve Uygulamada Eğitim Yönetimi, 49, 93-127.
• Sokal, L., Smith, D. G. and Mowat, H. (2003). Alternative certification teachers’ attitudes toward classroom management. High School Journal, 86(3), 8–18.
• Shaw, K. (1998) Traditional society and modern teaching. Teacher Development, 2(2), 179-191.
• Usul, S. and Yerli, K. (2017). The difference between novice and experienced university prep-class teachers’ classroom management, self-efficacy perceptions and students’ academic achievement level. International Journal of Language Academy, 5(5), 123-133.
• Ünal, Z. and Ünal, A. (2012). The impact of years of teaching experiences on the classroom management approaches of elementary school teachers. International Journal of Instruction, 5(2), 41-60.
• Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292-305.
• Wolfgang, C. H. (1995). Solving discipline problems: Strategies for classroom teachers (3rd ed.). Boston: Allyn & Bacon.
• Yılmaz, K. (2009). Democracy through learner-centered education: A Turkish perspective. International Review of Education, 55, 21-37.