İNGİLİZCE ÖĞRETMENLERİNİN SINIF YÖNETİMİ YAKLAŞIMLARI İLE ÖĞRETİM DENEYİMİ SEVİYELERİ ARASINDAKİ İLİŞKİ

Sınıf yönetimi etkili öğretim için gerekli becerilerden biridir. Öğretmenler, ders aktivitelerini gerçekleştirirken bireysel sınıf yönetim biçimleri edinirler. Bu çalışma, mesleğe yeni başlayan İngilizce öğretmenleriyle deneyimli İngilizce öğretmenlerinin sınıf yönetim biçimlerine (müdahaleci, müdahaleci olmayan ve etkileşimsel) karşı tutumlarını deneyim yılı açısından incelemeyi amaçlamaktadır. Örneklem, Mersin ilindeki devlet okullarında görev yapan 36 İngilizce öğretmeninden oluşmaktadır. Çalışmanın verisi gönüllü katılımcılara uygulanan sormaca ile toplanmıştır ve cevaplar istatistiksel olarak analiz edilmiştir. Parametrik olmayan test sonucu, müdahaleci sınıf yönetimi yaklaşımı açısından mesleğe yeni başlayan İngilizce öğretmenleri ile deneyimli İngilizce öğretmenleri arasında tutum olarak anlamlı bir fark olmadığını göstermektedir. Öğretmenlerin deneyim seviyeleri, müdahaleci sınıf yönetimi yaklaşımı üzerinde etkili bir rol oynamamıştır. Bu demektir ki, öğretmenlerin deneyim seviyeleri ne olursa olsun sınıf içinde kontrol uygulamaktadırlar. Öğretmenlerin deneyim seviyelerine müdahaleci olmayan ve etkileşimsel sınıf yönetimi yaklaşımları açısından bakıldığında ise, deneyimli İngilizce öğretmenlerinin mesleğe yeni başlayan İngilizce öğretmenlerine oranla daha esnek oldukları ve sınıf ortamında öğrenciler tarafından yapılan değişikliklere olanak tanıdıkları tespit edilmiştir. Buna ek olarak deneyimli İngilizce öğretmenleri, öğrencilerin sınıf içi iletişimleri, sınıf prosedürleri ve stadartları için ortak bir görüş oluşturmalarını kolaylaştıran diyaloglarda daha ilgili ve aktif olmalarına olanak sağlamışlardır. Bu bulgular ışığında yeni mesleğe başlayan öğretmenlerin sınıf yönetimi biçimlerini uygularken bağlamsal esnekliklerini ve sınıf içi etkileşim bilgilerini arttırmak için hizmet içi eğitimden yararlanmaları önerilmektedir.

THE RELATIONSHIP BETWEEN TEACHING EXPERIENCE LEVEL AND THE CLASSROOM MANAGEMENT ORIENTATIONS OF ENGLISH LANGUAGE TEACHERS

Managing the classroom is one of the necessary skills for effective teaching. Teachers adopt individual classroom management styles while implementing their classroom activities. The current study aims to investigate the attitudes of novice and experienced EFL teachers toward different classroom management styles (interventionist, non-interventionist and interactionist) and how those attitudes evolve in relation to their teaching experiences. The sample consisted of 36 EFL teachers working at state schools Mersin, Turkey. Data were gathered from the voluntary participants by employing a questionnaire and the responses were analyzed statistically. Nonparametric test results indicated that there was no statistically significant difference between the attitudes of the novice and the experienced EFL teachers in terms of using interventionist styles. Teachers reported exerting control in classrooms irrespective of their experience level. Additionally, with respect to non-interventionist and interactionist classroom management styles, more experienced EFL teachers were found to be more flexible in their approach to classroom management and were more likely to provide space for student modification of the classroom setting. The more experienced EFL teachers were observed to allow students to become more involved and active in classroom interactions and dialogues empowering the students to create a common voice for the classroom procedures and routines. Novice EFL teachers in contrast with their more seasoned counterparts were more concerned with concretely following and implementing the lesson plan according to set procedures. These findings suggest that novice teachers might benefit from additional in-service training to deepen their knowledge, contextual flexibility, and practice of the different classroom management styles.

Keywords:

Classroom Management Styles, Teaching Experience EFL Teachers,

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