Academic journal article Kuram ve Uygulamada Egitim Bilimleri

A Qualitative Study on Classroom Management and Classroom Discipline Problems, Reasons, and Solutions: A Case of Information Technologies Class

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

A Qualitative Study on Classroom Management and Classroom Discipline Problems, Reasons, and Solutions: A Case of Information Technologies Class

Article excerpt

Abstract

The purpose of this study was to investigate classroom management and discipline problems that Information Technology teachers have faced, and to reveal underlying reasons and possible solutions of these problems by considering the views of parents, teachers, and administrator. This study was designed as qualitative study. Subjects of this study consisted of 14 school administrators, 14 teachers, and 17 parents. Three different, but parallel, semi-structured interview schedules were used for data collection. Data were analyzed through the use of content analysis method. As a result of this analysis, the problems associated with classroom management were grouped under following themes; lack of motivation, breaking the rules and routines, lack of infrastructure, insufficient time management, ineffective classroom environment, and lack of interaction in classrooms. On the other side, participants related these problems with following reasons; place and structure of the course in the curriculum, classroom environment, classroom size and lack of hardware, lack of rules, home environment and parents attitudes, lack of teachers' management skills and students attitudes. Finally, following solutions were suggested to overcome disciplines and classroom management problems; improvement in teachers' qualification, regulation at place and structure of the course in the curriculum, organizing motivational activities, using software which controls computers usage in classroom/lab, reorganizing classroom/ lab sitting plan, giving punishment, ignoring misbehavior, understanding reasons behind problems, meeting with parents and providing coordination among different subject communities (Zümre) in schools.

Key Words

Information Technology Course, Classroom Management, Discipline Problems.

Advance in Information and Communication Technologies (ICT) have been influencing almost all parts of our lives. Without doubt, it has become necessary to prepare new generation to be equipped with these ICT skills (Dursun & Çuhadar, 2009). In fact, Information Technology teachers, so called computer teachers, working at primary and secondary schools have pivotal roles to fulfill this mission (Kabakçi & Odabasi, 2007). However, this is not an easy task; especially the prevalence of new technologies in schools has resulted in new classroom management and discipline problems. Students' wrong usage and damage of technological tools in classrooms (Irving, 2003), ineffective time management while using technology, using cell phone in classrooms, video and sound records which might influence the private life are some of the examples emerging as a result of the entrance of new technologies into the schools. In this sense, a successful classroom management and organization is fundamental for designing an effective teaching and learning environment and for preventing discipline problems and misbehaviors (Brophy, 1983; Emmer, Evertson, & Worsham, 2000; Evertson, Emmer, Sanford, & Clements, 1983). Also, communicating with parents is essential for eliminating these problems (Yildirim & Dönmez, 2008).

The existing literature revealed frequent misbehaviors observed in Turkish classrooms. For example, Atici and Merry (2001) reported that Turkish students demonstrated misbehaviors such as talking out of turn, wandering aimlessly, irritating pupils, and misusing materials. Similarly, Türnüklü and Galton (2001) mentioned about Turkish students' frequent misbehaviors as illicit talking, inappropriate movement and interrupting another pupil.

According to study conducted with twenty primary school teachers from Turkey and England by Türnüklü and Galton (2001), it was found that most of the classroom management problems in both countries were similar. Their study indicated that the most prevalent disruptive behavior in both Turkey and England (51.4% and 49.5% respectively) was "noisy or illicit talking." Then, "in appropriate movement" was another most frequently misbehavior observed in selected Turkish (27. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.