Öğretmen Adaylarının Uygulama Liselerindeki Rehber Öğretmenlerin Kullandıkları Sınıf Yönetimi Modellerine İlişkin Algıları

Abstract

The purpose of this study is to describe the student teachers' perceptions of classroom management models used by expert teachers during the teaching practicum. Study group were 218 student teachers in Ziya Gokalp Education Faculty, Dicle University. Data were collected via a questionnaire developed by researcher at the end of the Teaching Practicum course. Student teachers' perceptions of classroom management models and behaviors of expert teachers were described by mean scores. Variations in perceptions of student teachers by types of high schools by using independent sample t-test and by expert teachers' subject area were examined by using ANOVA. Findings show that expert teachers use developmental and preventive classroom management practice more than reactional classroom management practices. However, reactional classroom management practices are also used by expert teachers quite often. There were no significant differences in perceptions of student teachers about expert teachers' classroom management models by types of high schools for developmental classroom management and reactional classroom management. Student teachers' perception of expert teachers' preventive classroom management practices were significantly higher in Anatolian high schools compared to general high schools. There were no significant differences in perceptions of student teachers about expert teachers' classroom management models by expert teachers' subject area. Summary The Classroom Management course has been one of the core courses in pre-service teacher training programs since 1997 in Turkey. This course is designed to provide students with knowledge, conceptual and practical skills related to five main aspects of classroom management (Basar, 2003). These include (a) creating a physical environment conducive to effective teaching and learning, (b) effective management of instructional time, (c) planning and facilitating classroom learning, (d) aligning interpersonal relations with instructional goals and objectives, and (e) managing student behaviors. In addition to Classroom Management course, all students in pre-service teacher training take 70 hours of School Experience I course, and additional 70 hours of School Experience II course and 98 hours of Teaching Practicum during the final term of pre-service teacher training. These courses are designed to provide students with experiences of teaching and learning process in the classroom settings with the guidance of a faculty member from pre-service teacher training program and an expert teacher from the school where the student is assigned to take the Practicum course. There are various categorizations of classroom management models. For the purpose of this study, common classification found in Wolfang (2004), Hardin (2003), Basar (2003), Menning (2002), Aksoy (2001), Martin (2000) and Levin (1991) is adapted. Classroom management models are conceptualized as (a) preventive, (b) reactive, (c) developmental and (d) integrated model. Preventive classroom management focuses on planning and taking appropriate measures to prevent discipline problems (Menning, 2002; Martin, 2000), as opposed to emphasis of reactive model on punishing or rewarding student behavior after the behavior occurs (Wolfang, 2004; Hardin, 2003). Developmental classroom management suggests that students' developmental characteristics should be taken into consideration in the classroom management. Aligning behavioral expectations and teaching-learning activities with developmental needs and characteristics of students helps to develop an orderly and safe learning environment (Kyle, 2003; Long, 2000). Integrated model of classroom management represents a synthesis of classroom management models (Basar, 2003), suggesting a situational approach with more emphasis on developmental and preventive measures rather than reactive teacher responses or behaviors (Martin, 2000). Expert teachers play a crucial role in socializing student teachers, shaping their attitudes and perceptions about teaching, learning and classroom management. Therefore, it is important to determine how student teachers perceive classroom management models and behaviors of expert teachers. This study describes the student teachers' perceptions of classroom management models used by expert teachers during their teaching practicum. Variations in perceptions were examined by expert teachers' subject area and types of high schools. Method Study group were 218 student teachers in Ziya Gokalp Education Faculty, Dicle University. Data were collected via a questionnaire developed by researcher based on conceptualization of classroom management models at the end of the Teaching Practicum course. The initial form of the questionnaire with 34 items was pre-tested by administering to 45 randomly selected student teachers. Cronbach alpha coefficient for developmental classroom management was .83, for reactional classroom management .82 and for preventive classroom management .90, indicating acceptable levels of internal consistency for all three subscales. Four items showing a significant reduction in alpha were removed from the initial scale. Student teachers' perceptions of classroom management models and behaviors of expert teachers were described by mean scores. Variations in perceptions of student teachers by types of high schools by using independent sample t-test and by expert teachers' subject area were examined by using ANOVA. Findings and discussion Student teachers' reported that expert teachers most often use developmental classroom management models followed by preventive model, suggesting that expert teachers take into consideration student characteristics and developmental needs in setting classroom rules and planning and implementing instructional practices as well as in assigning tasks and designating roles and responsibilities. Preventive classroom management practices are used by expert teachers at a considerably high level. They are perceived by student teachers as using appropriate arrangements and behaviors to prevent discipline problems. These include facilitating student participation in classroom management issues and practices, focusing on causes of discipline problems rather than the problem, and taking appropriate measures and making needed physical and organizational arrangements to prevent misbehavior. Although, expert teachers are perceived as less likely to use reactional classroom management strategies for the overall scale, two items related reactional classroom management seem to have considerably high scores. These scores indicate that expert teachers attempt to take full control over interpersonal relations among students rather than facilitating students' self control and arrange classroom environment in a way that he/she can manage misbehavior after it happens. There were no significant differences in perceptions of student teachers about expert teachers' classroom management models by types of high schools for developmental classroom management and reactional classroom management, although “Anatolian high schools” (elite schools) scored slightly higher than general high schools in developmental classroom management and slightly lower in reactional classroom management. Student teachers' perception of expert teachers' preventive classroom management practices were significantly higher in Anatolian high schools compared to general high schools. This is an expected finding as Anatolian high schools are elite schools with higher achieving students, selected teachers, better physical conditions and smaller class sizes. These results indicate that teachers in Anatolian high schools represent better role models or, Anatolian high schools presents more positive experiences to student teachers. However, there were no significant differences in perceptions of student teachers about expert teachers' classroom management models by expert teachers' subject area. Classroom management is becoming increasingly a challenge for teachers with an increasing level of violence and discipline problems in Turkish high schools. Expert teachers serve as role models for student teachers and provide guidance through teaching practicum to student teachers right before entrance to teaching profession. Findings show that expert teachers use developmental and preventive classroom management practice more than reactional classroom management practices. However, reactional classroom management practices are also used by expert teachers quite often.