Lise öğretmenlerinin sınıfta karşılaştıkları istenmeyen davranışlarla baş etme stratejileri

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~klan

bag

etme stratejilerinin ogretmenlerin (a) cinsiyeti

ludemi (c) brangl (d) gorev

yapt~klan okul

ve (e) derse girdikleri smlf seviyeleri degigkenleri aq~smdan

aralanndaki iligkileri incelemektir.

Arqtuma

ili s m l a n 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~tu.

Bu 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 n

sonucunda; lise ogencilerinin s m f iqinde olugan istenmeyen

ogrenci davramglarmn ortaya q h a

slkl~klan

beliilenmigtir.

Lise Ggretmenlerinin istenmeyen davramglar kar~lsmda

kullandlklan b q etme

stratejilen saptanrm~hr.

Aragtuma sonucunda elde edilen bulgular gunlardi:

"Arkadaglan ile aralarinda konqma", "dersi dinlememe (hayal

k m a ,

uyuma,

ders dl91 geylerle ilgilenme)", "izin almadan lconugma" davramglw slnlflarda

en sllc gozlenen istenmeyen davramglar araslnda yer alrnaktadlr.

Bunun yam sua " a r k a d q l m ~ikayet etme", "nesneleri firlatma",

"arkadaglanm e g y a l m iziisiz kullanma" davramglan smflarda daha az

gozlenen

istenmeyen davram~lar

olarak karg~mza

q h a k t a d i .

"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 .

S m f iqinde olugan istenmeyen ogrenci davramglanyla b q etmede lullanilan

stratejilerden "anlqma yapma", "aileyi qagma", "sessizce uyarma" stratejilerinin

b q t a 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

M l m k e n ;

gar^ q~karma", "soru soma" stratejilerini hiq kullanmadlklan

saptanmqtr. Meslekte 10-14 yil arasl ~Betmenlerin daha "disiplin kurallanna

b~vtumaY'yi

tercih ettikleri; 15-19 y ~ l

arasi 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", W o w i n g 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

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.