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Avrasya E�itim ve Literat�r DergisiYl:2017 Say: 7 Alan: Alan Eitimi

Hatice KADIOLU ATE, Muzaffer ZFDAN
2000li Yllarda Snf Ynetimi: Refik BALAY
 
alma, Refik BALAYn 2000li Yllarda Snf Ynetimi isimli kitabnn zeti olarak hazrlanmtr. Kitapta on bir tane blm yer almaktadr. Birinci blm snf ynetimi, ikinci blm snfta ilk gnler ve izlenimler, nc blm snf ortamn dzenleme, drdnc blm istenmeyen davranlarn kaynaklar, beinci blm istenmeyen davranlar ynetme teknikleri, altnc blm snfta yapc disiplin, yedinci blm davran deitirme: dl ve cezalar, sekizinci blm snfta retmenlerin liderlik rol ve davranlar, dokuzuncu blm snfta zor rencilerin ynetimi, onuncu blm retmenlik mesleinin ruhu: yedi temel erdem, on birinci blm retmenlik mesleinde zararl duygular ve baa kma yollar eklinde adlandrlmtr. Snf ynetimi isimli ilk blm snf ynetimi tanmlar, ilkeleri ve modelleri alt balklarna ayrlmtr. Snfta ilk gnler ve izlenimler adl ikinci blmn baz alt balklar rencileri ieri alma, karlama, oturma, balama, dersi ileme, snfn her ann izleyerek renciyi tanma, rencileri dar karma ve snf boaltmadr. nc blm olan snf ortamn dzenleme konusunda fiziksel evreyi dzenleme, fiziksel evre faktrleri, snf ortamn planlama, snf yerleim dzeni, sosyal ortam dzenleme, renme ve retme etkinliklerini dzenleme, zaman etkili ynetme, retimi gelitirme alt balklar ilenmitir. stenmeyen davranlarn kaynaklar ismiyle nitelendirilen drdnc blmde bir davran istenmeyen yapan zellikler, istenmeyen davranlarn nedenleri, toplumsal nedenler, gemi yaantlar, snf dengesine ilikin algnn bozulmas, retmenden kaynaklanan nedenler, renciden kaynaklanan nedenler, eitim programndan kaynaklanan nedenler ve retim yntemlerinden kaynaklanan nedenler aklanmtr. Beinci blmde yzeysel davranlar ynetme teknikleri, grmezden gelme, yeniden yaplandrma, hafif kontrol teknikleri kullanma, iaretler kullanma, yaknlk kontrol, szl uyarlar kullanma, kurallar hatrlatma, sonular hatrlatma vb balklarla istenmeyen davranlar ynetme teknikleri irdelenmitir. Snfta yapc disiplin isimli altnc blmde olumsuz pekitirmeden ok, olumlu pekitirme kullanmak, pekitireleri deitirmek, beklentileri ak ve anlalr ifade etmek, kurallar genel, disiplini zel uygulamak, szsz iletiimin etkilerinin farknda olmak, renciyle kar karya gelmekten kanmak, fiziksel mdahalelerden kanmak konularndan bahsedilmitir. Davran tanmlama, gzleme, dllendirme, gzlemde veri toplamann yararlar, davran deerlendirme konular yedinci blm olan davran deitirme: dl ve cezalar konusunun alt balklarnda verilmitir. Liderlik rollerine gre retmenler, otokratik (buyurgan), demokratik (buyurgan olmayan), ilgisiz (kendi haline brakan), davranlarna gre, aykrl yaltan (yapc), aykrl tahrik eden (hata avcs), beklentilerine gre, ar tepkisel, reaktif tepkisel retmenler isimli konular, snfta retmenlerin liderlik rol ve davranlar isimli sekizinci blmde yer almaktadr. Dokuzuncu blm olan snfta zor rencilerin ynetimi konusunun alt balklarndan bazlar maskot renci, gzden den renci, sabotajc rencidir. retmenlik mesleinin ruhu: yedi temel erdem isimli onuncu blmde erdem kavram, erdemli okul, eitimde yedi temel erdem, drstlk, cesaret, sayg, adalet, zarafet, erdemi renme ve retme sanat ilenmitir. On birinci blmde retmenlik mesleinde zararl duygular ve baa kma yollar aklanmtr. lgili blmn konu balklar arasnda kayg, atma, olumsuz duygularla baakma, dier retmenlerin desteini alma, ihtiyatl olma saylabilir.

Anahtar Kelimeler: Snf ynetimi, istenmeyen davran, retmenin liderlik rol.


Classroom Management in the 2000s: Refik BALAY
 
The study was prepared as a summary of the book of Refik BALAY entitled Classroom Management in the 2000s. There are eleven chapters in the book. The first chapter is called classroom management, the second chapter is the first days and impressions in the classroom, the third chapter is arranging the classroom environment, the fourth chapter is the sources of undesired behaviours, the fifth chapter is the techniques of managing undesired behaviours, the sixth chapter is constructive discipline in the classroom, the seventh chapter is changing the behaviour: rewards and punishments, the eighth chapter is the leadership role and behaviours of teachers in the classroom, the ninth chapter is the management of difficult students in the classroom, the tenth chapter is the spirit of the teaching profession: seven basic virtues, and the eleventh chapter is called harmful emotions and ways of coping with them in the teaching profession. The first chapter entitled classroom management is divided into the sub-headings of the definitions, principles and models of classroom management. Some of the sub-headings of the second chapter entitled the first days and impressions in the classroom are taking students inside, greeting them, sitting, starting, teaching the lesson, getting to know the student by monitoring each moment of the class, taking students out, and emptying the classroom. The third chapter, arranging the classroom environment, examines the sub-headings of arranging the physical environment, physical environment factors, planning the classroom environment, classroom layout, arranging the social environment, arranging the learning and teaching activities, effective time management, and teaching development. Features of an undesired behaviour, reasons for undesired behaviours, social reasons, past experiences, the disruption of the perception of the classroom balance, teacher-related causes, student-related causes, curriculum-related causes, and teaching method-related causes are explained in the fourth chapter that is characterised by the name of the sources of undesired behaviours. The techniques of managing undesired behaviours are examined in the fifth chapter under the headings of the techniques of managing superficial behaviours, ignoring, restructuring, using light control techniques, using signs, closeness control, using verbal warnings, reminding the rules, reminding the results, etc. Using positive reinforcers rather than negative reinforcers, changing the reinforcers, expressing the expectations clearly and intelligibly, applying the rules in general and discipline in private, being aware of the effects of non-verbal communication, avoiding confronting the student, and avoiding physical interventions are mentioned in the sixth chapter entitled constructive discipline in the classroom. Defining the behaviour, observing, rewarding, the benefits of data collection in observation, and the evaluation of the behaviour are covered by the seventh chapter of changing the behaviour under the sub-headings of rewards and punishments. Autocratic (imperious), democratic (non-imperious), indifferent (leaving alone) teachers by their leadership roles; isolating the conflict (constructive), provoking the conflict (error hunter) by their behaviours; over-reactive, reactive teachers by their expectations are covered by the eighth chapter entitled the leadership role and behaviours of teachers in the classroom. Some of the sub-headings of the ninth chapter, the management of difficult students in the classroom, are mascot student, discredited student and sabotaging student. The tenth chapter entitled the spirit of the teaching profession: seven basic virtues examines the concept of virtue, virtuous school, seven basic virtues in education, honesty, courage, respect, justice, grace, the art of learning and teaching virtue. The eleventh chapter examines harmful emotions and ways of coping with them in the teaching profession. Among the topics of the relevant chapter are worry, conflict, coping with negative emotions, getting support from other teachers, and being cautious.

Keywords: Classroom management, undesired behaviour, leadership role of the teacher


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