Okul Öncesi Öğretmenleri Sınıftaki Farklı Durumlarla Nasıl Başa Çıkıyorlar? Öğretmen Bildirimlerine Dayalı Bir Çalışma

Translated title of the contribution: How Do Preschool Teachers Deal with Different Situations in the Classroom?: A Study Based on Teacher Notifications

Sakire Ocak Karabay, Derya Asi

Research output: Contribution to journalArticle

Abstract

Teachers should have adequate professional equipment to ensure discipline in the classroom, to communicate positively, to supportive approaches and to prevent or eliminate inappropriate behaviors of children. The strategies that the teacher will use to maintain the order's positive atmosphere and maintain order are closely related to the acquisition of both academic and social-emotional skills of children. In this study, it is aimed to examine the approaches used by preschool teachers to prevent or eliminate unwanted behaviors based on teacher opinions through story roots. The study was conducted on 60 preschool teachers working in 17 primary schools affiliated to the Ministry of National Education. The obtained data were evaluated by descriptive analysis method. As a result of the research, teachers stated that they used relatively positive strategies (36%) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29%), proactive strategies (18%) and supportive strategies (17%), respectively. As a result of the research, teachers stated that they used relatively positive strategies (36%) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29%), proactive strategies (18%) and supportive strategies (17%), respectively. As a result of the research, teachers stated that they used relatively positive strategies (36%) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29%), proactive strategies (18%) and supportive strategies (17%), respectively.

Original languageOther
Pages (from-to)87-108
Number of pages22
JournalUşak Üniversitesi Eğitim Araştırmaları Dergisi
Volume5
Issue number1
Publication statusPublished - May 2019

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classroom
teacher
responsibility
ministry
primary school

Keywords

  • Preschool Classroom Management
  • Unwanted Behaviors
  • preventive approaches

Cite this

@article{3bc64a592b174e33a52254cce9a11d63,
title = "Okul {\"O}ncesi {\"O}ğretmenleri Sınıftaki Farklı Durumlarla Nasıl Başa {\cC}ıkıyorlar?: {\"O}ğretmen Bildirimlerine Dayalı Bir {\cC}alışma",
abstract = "Teachers should have adequate professional equipment to ensure discipline in the classroom, to communicate positively, to supportive approaches and to prevent or eliminate inappropriate behaviors of children. The strategies that the teacher will use to maintain the order's positive atmosphere and maintain order are closely related to the acquisition of both academic and social-emotional skills of children. In this study, it is aimed to examine the approaches used by preschool teachers to prevent or eliminate unwanted behaviors based on teacher opinions through story roots. The study was conducted on 60 preschool teachers working in 17 primary schools affiliated to the Ministry of National Education. The obtained data were evaluated by descriptive analysis method. As a result of the research, teachers stated that they used relatively positive strategies (36{\%}) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29{\%}), proactive strategies (18{\%}) and supportive strategies (17{\%}), respectively. As a result of the research, teachers stated that they used relatively positive strategies (36{\%}) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29{\%}), proactive strategies (18{\%}) and supportive strategies (17{\%}), respectively. As a result of the research, teachers stated that they used relatively positive strategies (36{\%}) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29{\%}), proactive strategies (18{\%}) and supportive strategies (17{\%}), respectively.",
keywords = "Preschool Classroom Management, Unwanted Behaviors, preventive approaches",
author = "Karabay, {Sakire Ocak} and Derya Asi",
year = "2019",
month = "5",
language = "Other",
volume = "5",
pages = "87--108",
journal = "Uşak {\"U}niversitesi Eğitim Araştırmaları Dergisi",
issn = "2149-7974",
publisher = "Uşak {\"U}niversitesi",
number = "1",

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AU - Karabay, Sakire Ocak

AU - Asi, Derya

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N2 - Teachers should have adequate professional equipment to ensure discipline in the classroom, to communicate positively, to supportive approaches and to prevent or eliminate inappropriate behaviors of children. The strategies that the teacher will use to maintain the order's positive atmosphere and maintain order are closely related to the acquisition of both academic and social-emotional skills of children. In this study, it is aimed to examine the approaches used by preschool teachers to prevent or eliminate unwanted behaviors based on teacher opinions through story roots. The study was conducted on 60 preschool teachers working in 17 primary schools affiliated to the Ministry of National Education. The obtained data were evaluated by descriptive analysis method. As a result of the research, teachers stated that they used relatively positive strategies (36%) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29%), proactive strategies (18%) and supportive strategies (17%), respectively. As a result of the research, teachers stated that they used relatively positive strategies (36%) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29%), proactive strategies (18%) and supportive strategies (17%), respectively. As a result of the research, teachers stated that they used relatively positive strategies (36%) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29%), proactive strategies (18%) and supportive strategies (17%), respectively.

AB - Teachers should have adequate professional equipment to ensure discipline in the classroom, to communicate positively, to supportive approaches and to prevent or eliminate inappropriate behaviors of children. The strategies that the teacher will use to maintain the order's positive atmosphere and maintain order are closely related to the acquisition of both academic and social-emotional skills of children. In this study, it is aimed to examine the approaches used by preschool teachers to prevent or eliminate unwanted behaviors based on teacher opinions through story roots. The study was conducted on 60 preschool teachers working in 17 primary schools affiliated to the Ministry of National Education. The obtained data were evaluated by descriptive analysis method. As a result of the research, teachers stated that they used relatively positive strategies (36%) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29%), proactive strategies (18%) and supportive strategies (17%), respectively. As a result of the research, teachers stated that they used relatively positive strategies (36%) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29%), proactive strategies (18%) and supportive strategies (17%), respectively. As a result of the research, teachers stated that they used relatively positive strategies (36%) (praising / praising, encouraging, modeling, giving responsibility, suggesting solutions, offering alternative, explaining) to prevent or eliminate unwanted behaviors. This strategy was followed by restrictive strategies (29%), proactive strategies (18%) and supportive strategies (17%), respectively.

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