Lise öğretmenlerinin sınıfta karşılaştıkları istenmeyen davranışlarla baş etme stratejileri
High school teachers' strategies for coping with undesirable behaviors in the classroom
Yazar: ESİN ÖZER ÖZGÖZGÜ
Danışman: PROF. DR. KAMİLE ÜN AÇIKGÖZ
Dokuz Eylül Üniversitesi / Eğitim Bilimleri Enstitüsü / Eğitim Programları ve Öğretimi Ana Bilim Dalı
Derece: Yüksek Lisans, 2007
Konu: Eğitim ve Öğretim = Education and Training
Dizin: Sınıf yönetimi = Classroom management

Özet:
Bu aragtnmamn amacl lise smiflannda olugan istenmeyen ogrencidavramglannm neler oldu@nu; ogretmenlerin bu davramglarla b q etmede hangistratejileri kullandiklm; istenmeyen ogrenci davramglanyla lise ogretmenlerininkullandiklan bag etme stratejileri arasmdaki iligkiyi; ogretmenlerin lculland~klanb agetme stratejilerinin ogretmenlerin (a) cinsiyeti @) ludemi (c) brangl (d) gorevyapt~klan okul tiM ve (e) derse girdikleri smlf seviyeleri degigkenleri aq~smdanaralanndaki iligkileri incelemektir.Arqtuma 1- ili smlan iqerisinde yer alan 16 genel lise, 4 anadolu lisesi,5meslek lisesi ve 5 ozel lisede toplam 80 smfia gerqeklegtirilmigtir. Okul tiirlerinegore genel, anadolu, meslek ve ozel liselerden oran11 kiime ornekleme yontemiyle 30lise seqilmigtir.Aragtunada veri toplama aracl olarak aragtmac~ tarafindan geli~tiden"Smf Iqi Ogretimi Gozlem Formu" kullan~lm~tBuu. form ilgili kaynakqa taranarak,istenmeyen o@enci davramglarmn ve o@etmenlerin kullandlklarl stratejilerin neleroldugu belirlenerek olu~.turulmugtur.Bu aragtumada ana probleme iligkin olarak olugturulan alt probiemlereyonelii elde edilen veriler arasmdaki iligkiyi inceleyebilmek iqin stratejileringozlenme fkekanslan ve yiizdeleri hesaplanrmgtu. Sonuqlar tablolar halindesunularak aq~klanrmgtu.A r a ~ t m m nso nucunda; lise ogencilerinin smf iqinde olugan istenmeyenogrenci davramglarmn ortaya q h as lkl~klanb eliilenmigtir.Lise Ggretmenlerinin istenmeyen davramglar kar~lsmdak ullandlklan b q e tmestratejilen saptanrm~hr.Aragtuma sonucunda elde edilen bulgular gunlardi:"Arkadaglan ile aralarinda konqma", "dersi dinlememe (hayal kma,uyuma, ders dl91 geylerle ilgilenme)", "izin almadan lconugma" davramglw slnlflardaen sllc gozlenen istenmeyen davramglar araslnda yer alrnaktadlr.Bunun yam sua "arkadqlm ~ikayet etme", "nesneleri firlatma","arkadaglanm egyalm iziisiz kullanma" davramglan smflarda daha az gozlenenistenmeyen davram~laro larak karg~mzaq haktadi. "Ismiyle uyarma", "gormezden gelme", "kurallar~ hatulatma", "goz i l e t i f ikurma", "azarlama" ve "davramga iligkin uyan" stratejilerinin ogretmenler tarafindandaha qolc kullamldiklan gozlenmi$tir.Yapilan gozlemlerde liselerde gorev yapan ogretmenlerin istenmeyendavrmglarla b q etmede "day etme" ve "fiziksel cezaya bagvurma" stratejilerinikullanmadklan sonucu ortaya q h g t u .Smf iqinde olugan istenmeyen ogrenci davramglanyla b q etmede lullanilanstratejilerden "anlqma yapma", "aileyi qagma", "sessizce uyarma" stratejilerininbqta olmak iizere bkqok stratejinin bayan ogretmenler tarafindan daha qokkullmldigI sonucuna ula~~lrmgtu.M e s l e w 1-9 yllm qalipn ogretmenlerin "azarlama", stratejisini azMlmken; gar^ q~karma", "soru soma" stratejilerini hiq kullanmadlklansaptanmqtr. Meslekte 10-14 yil arasl ~Betmenlerin daha "disiplin kurallannab~vtumaY'yteir cih ettikleri; 15-19 y ~ lar asi galigan ogretmenlerin "gorev verme"stratejisini digerlerine gore daha qok kullandaan gozlenmigtir. 20 yll ve iizeriqaligan ogretmenlerin "kotii not verme" ve "konuda degigiklik yapma" stratejisini hiqkullanmadlklan sonucuna u l q ~ h g t u .Branglara gore strateji kullanuru incelendiginde; sozel brang ogretmenlerinindiger branglardaki ogretmenlere gore strateji kullmm o r a n l m farklilagbgigozlenmigtir."Altematif davramg sunma", "disiplim kurallanna bqvurma", "gormezdengelme stratejileri bqta olmak iizere stratejilerin biiyuk qogunlu@r~un diger liselerdeaz kullamlmasma ya da hiq kullmlmamasma kar9m gene1 liselerde biiydc oranlardakullml&gI gozlenmigtir.9. smflarda en qok "aileyi qa&maY' ve " rehberlik servisine gonderme";10.smflarda en qok "uyarma" ve 11. smflarda ise en qok " gozdagi verme"stratejisini kullandklan gozlenmigtu."ismiyle uyarma" ve "kurallan hat~rlatma" stratejilerinin go@ istenmeyendavrmg kargislnda s M a kullml&& sonucuna ulag~lmgtu.

Abstract:
The purpose of this study is to determine what students' undesirablebehaviors are formed in the high school, which coping strategies high school teachersuse for these behaviors, the relations between the students' undesirable behavior andcoping strategies of high school teachers and to examine coping strategies of teacherswith respect to a) sex, b) seniority, c) branch, d) type of school they work, e) levelsof the classes.The study was conducted in total 30 classrooms of which 16 are general highschools, 4 are anatolian high school, 5 are trade school and 5 are private schools byproportional group sampling method.For data collecting, an "In-Class Training Observance Form" developed bythe researcher was used. This form was prepared by what students' undesirablebehavior and what strategies teachers use by searching the literature.In this study, in order to investigate relations between data that were obtainedoriented to sub-problems related with the main problem, observance frequencies andpercentages of the strategies were calculated. These results are shown in the tables.As a result of the study, observance frequencies of students'undesiredbehaviors evolved at the classroom were determined. coping strategies of high schoolin front of students' undesirable properties were determined.The finding are this research are as follows:Behaviors such as "speaking with friends", "not listening to the teachers(dreaming, sleeping, being interested in the things except the subject)", "speakingwithout having permission" take place in the undesirable behaviors that are mostlyobserved in the classrooms.Besides; behaviors such as "complaining about friends", Wowing an object"and "using others belongings without having permission" are the ones that occurless as undesirable behaviors in the classrooms. It was observed that teachers use mostly "warning by name", "ignoring","reminding of rules", "eye contact", "blaming" and "warning related with behavior"strategies.From the observations, it was found that teachers working at high school donot use "mocking" and "applying physical punishment" strategies in coping withstudents' undesirable behaviors.It was also found that women teachers use many strategies especially"making an agreement", "calling the family" and "warning silently" strategiesftequently in coping with students' undesirable behaviors.For the teachers who have worked for 1-9 years, it was determined that theyuse blaming few times and they do not use "sending outside", and "asking question"strategies. For the teachers who have worked for 10-14 years, they prefer "applyingdiscipline regulations" and for 15-19 years, they use "giving task" strategy more thanothers. It was umderstood that teachers working for more than 20 years, never use"changing the subject" and "giving failure marks" strategies.When strategy use with respect to branches, it was observed that strategy useratios of oral branch teachers are more varied than other branch teachers.Although most of the strategies especially "presenting alternative behavior","applying discipline regulations", "ignoring" strategies were not used or less used inother high school, they were widely applied in general high schools.It was observed that "calling the family" and "directing to the guidanceservice" were applied at ninth grade, "warning" at tenth grade and and "threatening"at eIeventh grade mostly.It was concluded that "warning by name" and "reminding of rules" strategieswere frequently used in undesirable behaviors.