Opinions of Science Teachers for Classroom Management


Ulas Kubat, Nurhak Cem Dedebali

Abstract


This study investigates science teachers' concerns about how to achieve effective classroom management, with particular reference to classroom communication, student motivation, physical environments and unwanted student behaviors. A qualitative research method is used in this research. The semi-structured interview form is developed by the researchers as a data collection tool. The study group consists of fourteen science teachers who are working in Mugla province of Turkey, in the academic year of 2015-2016. According to the research findings, participating teachers have linked effective classroom communications to such aspects as student participation and a democratic and sincere classroom environment. In addition, they have also stated that effective classroom management are linked to the following: proper material usage, asking questions, feeling the importance of lessons, physical environment, laboratory environment, a U-shaped seating plan, use of an interactive whiteboard, verbal warnings to correct undesirable behaviors, trying to understand the causes of problems, giving responsibility, establishing eye contact, proper punishments, interviewing parents, guiding teachers and sending students to principal’s room.

Keywords


Classroom management, Classroom communication, Unwanted behavior.

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About this article

Title

Opinions of Science Teachers for Classroom Management

Keywords

Classroom management, Classroom communication, Unwanted behavior.

DOI

10.20448/journal.509.2018.52.110.117

Date

2018-03-15

Additional Links

Manuscript Submission

Journal

Journal of Education and e-Learning Research
Vol 5, No 2 (2018) Page: 110-117

Print ISSN

2518-0169

Online ISSN

2410-9991

Statistics

71 Views | 155 Downloads

Citations

0

Authors & Affiliations

Ulas Kubat
MuglaSıtkı Kocman University, Faculty of Education
Turkey

Nurhak Cem Dedebali
Sinop University, Faculty of Education
Turkey


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Journal of Education and e-Learning Research

Online ISSN: 2410-9991  |  Print ISSN: 2518-0169

 

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