HOW DO PRE-SCHOOL TEACHERS DEAL WITH DIFFERENT SITUATIONS IN THEIR CLASSROOM? A STUDY BASED ON TEACHERS’ VIEWS
Articles > Article · 2019
Authors: Şakire KARABAY
Uşak Üniversitesi Eğitim Araştırmaları Dergisi, National Refreed University Journal, National, Diğer endeksler, 2019, vol 5, pp 87-108
Summary
<p>Teachers should have sufficient professional skills to ensure discipline, communicate positively, provide supportive approaches, and prevent or eliminate children's inappropriate behaviors in the classroom. The strategies that the teacher will use in maintaining a positive atmosphere of the classroom 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 maladaptive behaviors based on the views of teachers who were presented with vignettes including typical stories in the classroom. In this study, 60 preschool teachers working in 17 primary schools of the Ministry of Education participated and data were collected by using a semi-structured interview technique which is one of the qualitative research methods. There were two measurement tools prepared by the researchers; one is Classroom Management Strategies Form and the other one is Teacher Information Form. The data were evaluated with the descriptive analysis method. As a result, teachers reported that they used positive strategies more (36%) (praise/appreciation, encouragement, model, responsibility, solution, alternative presentation, explanation) in the case of problem behaviors. This strategy was followed by restrictive strategies (29%), proactive strategies (18%) and supportive strategies (17%).<br></p>