Teacher Perspectives on Classroom Management

Abstract

This study aims to evaluate classroom management from teachers’ perspectives. The research was conducted using phenomenology design. We employed maximum variation sampling to determine the study group of the research. The study included 15 teachers from different branches teaching in several public schools. The data were collected in the 2018-2019 academic year using the interview technique and thematized using content analysis. The findings of the study suggested that teachers defined the classroom management as a skill to form effective learning environment. Lack of professional experience and knowledge, and academic shortcomings were found as poor skills. The ability of teachers to increase the effective and cognitive skills of their students was taken as evidence that teachers’ classroom management skills were strong. Teachers regarded the use of an effective teaching method as a prerequisite to cope with inappropriate behaviors while managing their classes. Finally, it was recommended that beginning teachers recognize that each class has its characteristics and different classroom management dynamics.

Keywords

• Classroom management,Teacher training,Learning environment,Communication,Qualitative research

References

1. Akturan, S., Uzuner, A., Yalçın, N., Yavuzer, Ö., Kaya, H. T., & Akman, M. (2015). Öğretmenlerin sağlık durumuna bir bakış: Kesitsel bir çalışma [Health status of teachers at a glance: A cross sectional study]. The Journal of Turkish Family Physician, 6(1), 1-10.
2. Allen, S. J. & Blackston, A. R. (2003). Training preservice teachers in collaborative problem solving: An investigation of the impact of teacher and student behavior change in real-world settings. School Psychology Quarterly, 18(1), 22–51.
3. Başar, H. (2004). Sınıf yönetimi [Classroom managment]. Ankara: Anı Yayıncılık.
4. Bauman, S. & Del Rio, A. (2006). Preservice teachers’ responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219–231.
5. Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on troublesome classroom behaviour: A review. Australasian Journal of Special Education, 31, 45-60
6. Bilir, A. (2014). Sınıf yönetiminde başarının aracı: Önlemsel model [The tool of success in classroom management: Precautionary model]. Folklor/Edebiyat [Folklore/Literature], 20(78), 203-214.
7. Bragazzi, N. L. & Del Puente, G. (2014). A proposal for including nomophobia in the new DSM-V. Psychology Research and Behavior Management, 7, 155–160. doi:10.2147/PRBM.S41386
8. Brophy, J. (2006). History of research. 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.

9. Bogdan, R. & Biklen, S. K. (1992). Qualitative research for education: An introduction to theory and methods. Boston: Allyn and Bacon.
10. Can, E. & Baksi, O. (2014). Öğrencilerin sınıf içi tutum ve davranışlarının öğretmenlerin sınıf yönetimi başarısına etkisi [The effect of the attitudes and behaviors of students in classroom to teachers’ classroom management success]. Asya Öğretim Dergisi [ Asian Journal of Instruction], 2(1), (Özel Sayı), 86-101.
11. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. USA: Pearson Education Inc.
12. Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42), 1-52.
13. Demir, E. & Köse, M. (2016). Öğretmenlerin rol modelliği hakkında öğretmen görüşleri [Teachers' view on teachers' being a role model]. Akademik Bakış Dergisi, 53(1), 38-57.
14. Demirden, Y. (1994). Effective approaches to classroom management in teaching English at secondary schools. (Unpublished M.A. Thesis). Middle East Technical University, Ankara.
15. Demirtaş, H. (2015). Sınıf yönetiminin temelleri [The basics of claroom manament]. In H, Kıran & K. Çelik (Eds.), Etkili sınıf yönetimi [Effective clasroom management] (pp. 1-30). Ankara: Anı.
16. Dika, S. L. & Singh, K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31-60.
17. Doyle, W. (1985). Recent research on classroom management: Implications for teacher education. Journal of Teacher Education, 36(3), 31–35.
18. Duck, L. (2007). Using sounder foundations to help avoid the why new teachers cry phenomenon. The Clearing House, 81(1), 29–36.
19. Harden, R. M. & Crosby, J. R. (2000): The good teacher is more than a lecturer – the twelve roles of the teacher. Medical Teacher, 22(4), 334-347.
20. Erden, M. (2008). Sınıf yönetimi [Classroom management]. Ankara: Arkadaş.
21. Ertürk, R. & Memişoğlu, S. P. (2018). Öğretmenlerin etkili okula yönelik görüşleri [Teachers views for effective school]. The Journal of Academic Social Science Studies, 68, 55-76.
22. Evertson, C. M. & C. H. Randolph. (1999). Perspectives on classroom management in learning-centered classrooms. In H. Waxman & H. Walberg (Eds.), New directions for teaching practice and research (pp. 249–268). Berkeley, CA: McCutchan
23. Evertson, C. M. & Weinstein, C. S. (Eds.). (2006). Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Erlbaum.
24. Freiberg, H. J. (2002). Essential skills for new teachers. Educational Leadership, 59(6), 56–60.
25. Göker, S. D. & Gündüz, Y. (2015). Dünya ölçeğinde öğretmenlerin saygınlık statüsü ve özlük hakları [Teacher status and their employee personal rights across the World], Milli Eğitim Dergisi, 213, 177-196.
26. Gündüz, Y. (2013). Öğrenci görüşlerine göre ilköğretim ve ortaöğretim öğretmenlerinin sınıf yönetimi ilkelerine uyma düzeyi [The compliance level of primary and high school teachers to classroom management principles according to student’s views]. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice], 3(3), 419-446.
27. Hersh, R. & Walker, H. (1983). Great expectations: Making schools effective for all students. Policy Studies Review, 2, 147-188.
28. Hulac, D. M. & Briesch, A. M. (2017). Evidence-based strategies for effective classroom management. New York: Guilford Press
29. Kılıç, M., Kaya, A., Yıldırım, N., & Genç, G. (2004, Temmuz). Eğitimci gözüyle öğretmen ve öğrenci [Teacher and student from a teacher’s perspective]. XIII. Ulusal Eğitim Bilimleri Kurultayı [XIII. National Educational Sciences Congress]. İnönü Üniversitesi Eğitim Fakültesi. Malatya.
30. Kirkpatrick, L., Lincoln, F., & Morrow, L. R. (2006). Assessment of a collaborative teacher preparation program: Voices of interns. The Delta Kappa Gamma Bulletin, 73(1), 36–45.
31. Korkmaz, İ., Saban, A., & Akbaşlı, S. (2004). Göreve yeni başlayan sınıf öğretmenlerinin karşılaştıkları güçlükler [Professional challenges encountered by beginning classroom teachers]. Kuram ve Uygulamada Eğitim Yönetimi [Educational Administration: Theory and Practice ], 38, 266-277.
32. Lezotte, L. W. (1991). Correlates of effective schools: The first and secondary generations. Okemos, MI: Effective Schools Products.
33. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research‐based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
34. McMillan, J. H. & Schumacher, S. (2001). Research in education: A conceptual introduction. (5th ed.). New York: Longman.
35. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage Publications.
36. Mohammed, R. (2015). Characteristics of effective learning: Play and exploration in action. Retrieved April 05, 2020 from https://eyfs.info/articles.html/teaching-and-learning/characteristics-of-effective-learning-play-and-exploration-in-action-r160/
37. Morin, E. (2001). The seven complex lessons in education for the future. Sao Paulo.
38. Murray, C. & Malmgren, K. (2005). Implementing a teacher-student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned. Journal of School Psychology, 43(2), 137-152.
39. Oliver, R. M. & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Retrieved May 20, 2019 from http://files.eric.ed.gov/fulltext/ED543769.pdf
40. Patton, M. Q. (2014). Qualitative research and evaluation methods. New York: SAGE.
41. Rovai, A. P., Ponton, M. K., Wighting, M. J., & Baker, J. D. (2007). A comparative analysis of student motivation in traditional classroom and e-learning. International Journal on E-Learning, 6(3), 413-432.
42. Selanik Ay, T. (2015). Etkili iletişim becerileri açısından eğitimciler [Educators terms of effective communication skills], The Journal of Academic Social Science Studies, 41(2), 367-381. DOI: 10.9761/JASSS3130
43. Sezer, S. (2017). Novice teachers' opinions on students' disruptive behaviours: A case study. Eurasian Journal of Educational Research, 69, 199-219. DOI: http://dx.doi.org/10.14689/ejer.2017.69.11
44. Simonsen, B., Myers, D. & DeLuca, C. (2010). Providing teachers with training and performance feedback to increase use of three classroom management skills: Prompts, opportunities to respond, and reinforcement. Teacher Education in Special Education, 33, 300–318.
45. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380.
46. Stemler, S. (2001). An overview of content analysis. Practical assessment. Research & Evaluation, 7(17), 137- 146.
47. Sugai, G., Horner, R. H., & Gresham, F. (2002). Behaviorally effective school environments. In M. R. Shinn, G. Stoner, & H. M. Walker (Eds.), Intervensions for academicians behavior problems: Preventive and remedial approaches. Silver Spring, MD: National Association of School Psychologists.
48. Uysal, Ş., Özen, H., & Madenoğlu, C. (2016). Social phobia in higher education: The influence of nomophobia on social phobia. The Global eLearning Journal, 5(2), 1–8. Doi: 10.4103/0970-0218.66878.
49. Wiseman, D. & Hunt G. (2008). Best practice in motivation and management in the classroom (2 nd ed.). Springfield: Charles Thomas.
50. Woolfolk, A. (1995). Educational psychology. Boston: Allen and Bacon.
51. Zimbardo, P. G. (1969). The human choice: Individuation, reason, and order versus deindividuation, impulse, and chaos. Nebraska Symposium on Motivation, 17, 237–307.