BİROL ALVER, Rabia KİNCAL, Fatmanur UĞURLU

INVESTIGATION OF UNWANTED BEHAVIORS OF PRIMARY SCHOOL STUDENTS

The purpose of this study is to examine the unwanted behaviors of primary school students with various variables, based on the views of class teachers. In this study, a semi-structured interview technique, one of the qualitative research techniques, was used. The sample group consists of 789 elementary school students who are educated in Cevdet Samikoglu Primary School in Kagıthane district of İstanbul province in 2017-2018 Spring Semester. 318 (40.3%) were in the second, 204 (5.9%) were in the third, and 267 (33.8%) were studying in the fourth grade of the primary school students participating in the survey. 412 (52.2%) of the students were composed of girls and 377 (47.8%) were composed of males. Interms of overall academic achievement, class teachers assessed 54 (6.8%) students poor, 138 (17.5%) moderate, 194 (24.6%) good and 403 (51.1%) very good. According to the opinions of the class teachers, 604 (100%) undesired behaviors observed in the primary school students participating in the research were expressed. According to the frequency of these behaviors: 81 (13.4%) of the low course success; distraction and focus problem 76 (12.5%); withdrawn and silent 66 (10.9%); fighting / violence and being out of order 62 (10.2%); irresponsible behavior and neglect 62 (10.2%); communication-based problems 57 (9.4%); problems based on lack of self-confidence 39 (6.4%); related and adverse affects and problematic behaviors arising from modeling 28 (4.6%); problematic trends from family 27 (4.4%); obsessive behavior 27 (4.4%); compliance problems resulting from foreign nationals 18 (2.9%); selfishness 17 (2.8%); the tendency to lie 13 (2.1%); malnutrition 12 (1.9%); abusive speech 11 (1.8%); jealousy 8 (1.3%).

PDF

___

Akçadağ, T. (2015). Sorun Davranışların Yönetimi, Hüseyin Kıran & Kazım Çelik (Editörler), Etkili sınıf yönetimi (ss. 255-288), Geliştirilmiş 11. Baskı, Ankara: Anı Yayıncılık.

Aydoğan, T. (2015). Sınıfta İstenmeyen Davranışların Yönetimi, Celal Gülşen (Editör), Kuram ve Uygulamada Sınıf Yönetimi (ss. 225-244), Gözden geçirilmiş 4. Baskı, Ankara: Anı Yayıncılık.

Bulotsky-Shearer, R. J., & Fantuzzo, J. W. (2011). Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade. Early Childhood Research Quarterly, 26(1), 61-73.

Charles, C.M. (1992). Building Classroom Discipline: From Modelsto Practice (4. Baskı), London: Longman.

Ekiz, D. (2003) Eğitimde Araştırma Yöntem ve Metodlarına Giriş, 1. Baskı, Ankara: Anı Yayıncılık.

Erdem, A. R. ve Egemen, Ö. (2016) Sınıf Öğretmenlerinin Davranış Yönetiminde Karşılaştığı Sorun Davranışlar Kadir Beycioğlu, Niyazi Özer, Didem Koşar ve İdris Şahin (Editörler), Eğitim Yönetimi Araştırmaları (ss. 193-204), 1. Baskı, Ankara: Pegem Akademi. Ergün & Yüksel (2005). Sınıfta İstenmeyen Öğrenci Davranışları ve Çözüm Yolları, Yaşadıkça Eğitim, 88.

Field, T., Seligman, S., Scafidi, F., & Schanberg, S. (1996). Alleviating posttraumatic stress in children following Hurricane Andrew. Journal of Applied Developmental Psychology, 17(1), 37-50.

Fry, P. S. (1983). Process measures of problem and non‐problem children's classroom behaviour: The influence of teacher behaviour variables. British Journal of Educational Psychology, 53(1), 79-88.

Haydn, T. (2014). Context and Implications Document for: To what extent is behaviour a problem in English schools? Exploring the scale and prevalence of deficits in classroom climate. Review of Education, 2(1), 65-68.

Kaya, Z. (2002). Sınıf Yönetimi, İstanbul: Pegema Yayıncılık.

Lane, D. A., & Hymans, M. H. (1982). The prediction of delinquency: a correlation between a measure of personality and classroom behaviour. Personality and Individual Differences, 3(1), 87-88.

Liu, X., Sun, Z., Neiderhiser, J. M., Uchiyama, M., & Okawa, M. (2001). Low birth weight, developmental milestones, and behavioral problems in Chinese children and adolescents. Psychiatry research, 101(2), 115-129.

Lutz, M. N., Fantuzzo, J., & McDermott, P. (2002). Multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children: Development and initial validation. Early Childhood Research Quarterly, 17(3), 338-355.

MacLure, M., Jones, L., Holmes, R., & MacRae, C. (2012). Becoming a problem: Behaviour and reputation in the early years classroom. British Educational Research Journal, 38(3), 447-471.

Mahakud, G. C. (2013). Classroom problem behaviour and working memory of reading disabled and skilled readers. Indian Journal of Health and Wellbeing, 4(2), 239.

Miller, T. W., Nigg, J. T., & Miller, R. L. (2009). Attention deficit hyperactivity disorder in African American children: what can be concluded from the past ten years?. Clinical psychology review, 29(1), 77-86.

Siyez, M. (2009). Liselerde Ggörev Yapan Öğretmenlerin İstenmeyen Öğrenci Davranışlarına Yönelik Algıları ve Tepkileri, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25, 67-80.

Stephenson, J., Linfoot, K., & Martin, A. (2000). How teachers of young children respond to problem behaviour in the classroom. Australasian Journal of Special Education, 24(1), 21-31.

Tomlinson, J. R. (1972). Implementing behavior modification programs with limited consultation time. Journal of School Psychology, 10(4), 379-386.

Turco, T. L., & Elliott, S. N. (1986). Assessment of students' acceptability ratings of teacher-initiated interventions for classroom misbehavior. Journal of School Psychology, 24(3), 277-283.

Quay, H. C., Glavin, J. P., Annesley, F. R., & Werry, J. S. (1972). The modification of problem behavior and academic achievement in a resource room. Journal of School Psychology, 10(2), 187-198.

Querido, J. G., & Eyberg, S. M. (2003). Psychometric properties of the sutter-eyberg student behavior inventory- revised with preschool children. Behavior Therapy, 34(1), 1-15.

Yıldırım, A. ve Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Güncelleştirilmiş Geliştirilmiş 5. Baskı, Ankara: Seçkin Yayıncılık.