Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

2016 leading seagulls 21 rainbow


Published on

Balancing Care and Discipline: Reason for why teachers choose violence to provide discipline in their classes.

Published in: Education
  • Be the first to comment

  • Be the first to like this

2016 leading seagulls 21 rainbow

  2. 2. CONTENT  Imece Circle  Literature Review  Statement of the Problem  Why did We Choose the Problem?  Brainstorming  Fishbone Diagram  Matrix Diagram  Data Collection  Data Analysis  Conclusion  Hints  Gantt Chart  References Figure 2
  3. 3. IMECE CIRCLE The name of the group : RAINBOW Group members: Aslı Şahin Binnur Çetin Tuğba Öztürk Feyza Nur Gemici Meeting Days: Mondays Wednesday s
  4. 4. LITERATURE REVIEW  Violence in school happens in a various ways such as violence against teachers, violence against students by teacher and peers also parental abuse. Beyond any doubt, teachers’ violence against student is well known. (Hatipoğlu Sümer & Aydın, 1999)  Culture is a trigger reason. There are numerous proverbs support violence such as “His flesh belongs to you, His bones belongs to me” Figure 3
  5. 5. LITERATURE REVIEW  A research shows that 25.66% of teachers applied corporal punishment at least once a week. (Hatipoğlu Sümer & Aydın, 1999)  Although six out of seven teachers tell they against the violence, they also say “sometimes there are no way than corporal punishment.” Figure 4
  6. 6. LITERATURE REVIEW  In Turkey, verbal warning, written censure, short- term suspension, and expulsion are the applied methods to provide discipline (Loranzo & Kızılarslan, 2013).  The majority of teachers in Turkey believe that corporal punishment is necessary for the development of the child (Loranzo & Kızılarslan, 2013). Figure 5
  7. 7. LITERATURE REVIEW  Physical and verbal approaches and time away from instruction are applied frequently to misconduct problems in schools (Loranzo & Kızılarslan, 2013).  Some teachers believe that they hold the right to beat the child if s/he deserves it (Turkum, 2010).
  8. 8. LITERATURE REVIEW  Slapping, ear pinching, hair pulling, hitting with a ruler, have students stand in one foot for long periods of time, kicking, and punching in the head are the most frequently observed discipline methods as physical approaches (Aydın, 2010; Gomleksiz,, 2008) Figure 6
  9. 9. LITERATURE REVIEW  Using inappropriate words and labeling the students are the verbal approaches which are used by teachers to provide discipline in the class.(Aydın, 2010; Gomleksiz,, 2008)
  10. 10. LITERATURE REVIEW  Time away from instruction involve sending students away from the classroom, referring students to the school administration, and restricting students to looking at waste paper bins as discipline methods (Boyacı, 2009)
  11. 11. LITERATURE REVIEW  Teachers approve to exert to violence if their capacities, abilities and knowledge to manipulate classroom management situation are insufficient. (Semerci,, 2012).  Parents in home and authorities in institutions are applied it as a tool to provide discipline. If children think that violence as a disciplinary tool is appropriate, it can be the symbol of internalization of violence among those children. (’’Okullarda Şiddetle Mücadele’’ hakkında Üst Düzey UzmanToplantısı için hazırlanan dosya Oslo, Norveç, 2011)
  12. 12. LITERATURE REVIEW According to the survey conducted by Hatunoğlu, A. & Hatunoğlu, B. Y. (2005);  From the intern teachers,  61,5 % of men teachers and 24.2 % of women teachers exert to violence.  From the regular teachers,  74.4 % of men teachers and 54.1 % of women teachers exert to violence.
  13. 13. STATEMENT OF THE PROBLEM Why do teachers exert violence to maintain discipline in the classroom?
  14. 14. WHY DID WE CHOOSE THIS PROBLEM?  Because all members of this group experienced violence once in their school life.  Also, we observed teachers’ violence against students to provide discipline in our internship schools.
  15. 15. BRAINSTORMING  Education System  Understanding of Education  Family background  Parents  Media  Laws  Games  Human  Self development  Genetic Factors  Proverbs Figure 7
  17. 17. MATRIX DIAGRAM System Culture Human Media Aslı Ş. 4 6 7 5 Binnur Ç. 5 6 7 4 Feyzanur G. 6 4 7 5 Tuğba Ö. 4 5 6 7 Total: 19 21 27 21 Percentages: 21 % 24 % 31 % 24 %
  18. 18. THE CHART OF MATRIX System 21% Culture 24%Human 31% Media 24%
  19. 19. Human Effects  Violence might be in our genes. There are two founded genes which make person to be proned to violence according to researchers. However, using violence does not depend on only genetic factors. (BBC, 2014)  Children in Turkey are exposed to violence without importance of age or gender. Sources of this violence are fathers in home, teachers in the schools, and neighborhood in streets. Children who are faced with violence exert to violence towards each other especially in the schools. In elementary schools, 1/3 of all students are exerted violence regularly especially verbal violence. In high schools, physical violence replaces verbal violence. (MEB, 2006)  77.2% of the teacher who exposed to violence are exert violence to his students and only 26.3% of the teacher who exposed violence are not exert violence to his students. (Hatunoğlu, A. & Hatunoğlu, B. Y., 2005)
  20. 20. DATA COLLECTION  To determine whether verbal or physical violence is exerted to students by teachers in order to maintain discipline in class, we applied a survey to 54 students which were sixth and eighth graders in a state school.  Our survey consists of 5 questions. 3 of them are multiple choice and 2 of them are open-ended questions.
  21. 21. DATA ANALYSIS 1. How often does your teacher exert to verbal violence to you or your friends?
  22. 22. 2. How often does your teacher exert to physical violence to you or your friends?
  23. 23. 3. In which conditions does your teacher exert to violence, if s/he exerts to violence?
  24. 24. 4. How do you evaluate verbal and physical violence that your teacher exerts to, if s/he exerts to violence?
  25. 25. 5. What do you feel when your teacher exerts to violence to you or your friends?
  26. 26. CONCLUSION  Possibility of verbal and physical violence in the 8th grade is higher than 6th grade’s.  Exertted physical violence is less than verbal violence.  6th graders think exerted violence as a joke.  8th graders think that even if there is no reason to exert violence, teacher exerts violence to provide discipline.  Both 6th and 8th graders think that teacher is sometimes right when s/he exerts violence to provide discipline in the class.  Students are affected badly when the teacher exerts violence. Most of them feel sad even they are not target.
  28. 28. HINTS PRINCIPLES TO MANAGE PROBLEMATIC BEHAVIORS  First aim is providing lesson without interruptions.  To define problematic behavior, environment of which problematic behavior occurred is important.  Show students’ personality respect.  Find the most appropriate method to manipulate the situation. Figure 8
  29. 29. HINTS: WHAT CAN WE DO? STEP 1: A Nonverbal Warning  Eye contact  Squeeze the students’ shoulder  Close to the student  Use attractive tools to gain attention of the student  Lean down and whisper Figure 9
  30. 30. HINTS STEP 2: A Verbal Warning  If the student persists,  Use the name of target students in the sentence.  Give directions.  Asking open ended question towards class to make students find a solution. Figure 10
  31. 31. HINTS STEP 3: A Private Conversation  If the behavior persists or reoccurs,  No ignoring the problematic behavior  Speaking with the student after class  Use ‘I’ messages  No judgments, no shaming, no making excuses
  32. 32. HINTS STEP 4: Asking for help of professionals & Conversation with parents  If the behavior persists or reoccurs,  Ask psychological counseling and guidance teacher’s advice  Consult with colleagues  Meet with parents of the student Figure 11
  33. 33. GANTT CHART STEPS 10 -17 Feb. 17 - 24 Feb. 24 Feb. - 2 Mar 2 - 9 March 9 -16 March 16 – 23 March 23 – 30 March P L A N Forming group & identifying the topic Determination of the problem and approval Literature review Cause-affect analysis Drawing of fishbone diagram Determining the main cause Forming the survey D O Implementing of survey Collecting data data C H E C K Analysis of data Conclude Finding Successtion Self assessment ACT Presentation ExpectedActual
  34. 34. REFERENCES1. Altınay, A ve Arat, Y. (2007). Türkiye’de kadına Yönelik Şiddet. 2. Aydın, B. (2010). Turkish primary school pupils’ views on punishment. Educational Research and Review, 5(11), 662-667. 3. Boyacı, A. (2009). Comparative investigation of elementary school students’ opinions about discipline, class rules and punishment (Turkey-Norway case). Educational Administration: Theory and Practice, 15(60), 523-553. 4. Gomleksiz, M., Kilimci, S., Vural R. A., Demir, O., Kocoglu-Meek, C., & Erdal, E. (2008). Schoolyards under the magnifying glass: A qualitative study on violence and children’s rights. Elementary Education Online, 7(2), 273-287. 5. Hatipoğlu Sümer, Z. &Aydın, G. (1999). Incidence of violence in Turkish schools: A review. International Journal for the Advencement of Councelling, 21, 335-347. 6. Hatunoğlu, A. & Hatunoğlu, B. Y. (2005), Öğretmenlerin Fiziksel Cezalandırmaya İlişkin Görüşleri. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(2) 7. Hogenboom, M. (2014). Two genes lined with violent crime. BBC News. Retriewed in 21 March 2016 from 8. “Imece Circle Training” by Dr. Hayal Köksal 9. Loranzo, R. & Kızılaslan, I. (2013). Aproaches to classroom discipline in Turkey and their implications for teacher education. International Journal on New Trends in Education and Their Implications, 4(1), 180-187. 10. MEB. (2006). Okullarda Şiddetin Önlenmesi ve Azaltılması Raporu 11. Öğretmen Akademisi Vakfı (ÖRAV), (2015). Öğrenen Lider Öğretmen, V.3. 12.Ridnouer, K. (2006). Managing Your Classroom with Heart. Virginia,ASCD. 13. Semerci ve arkadaşları. (2012). Eşitsiz Bir Toplumda Çocukluk. İstanbul Bilgi Üniversitesi Yayınları.
  35. 35. REFERENCES FOR FIGURES  Figure 1: clipart.html#gal_post_25320_kindergarten-center-clipart-1.jpg  Figure 2:  Figure 3: karikaturleri.html  Figure 4:  Figure 5:  Figure 6:  Figure 7: profit-5-tips-for-teams.html  Figure 8:  Figure 9:  Figure 10:  Figure 11: