BALANCING CARE AND DISCIPLINE
Group Name: RAINBOW
Statement of the Problem
Why did We Choose the Problem?
The name of the group : RAINBOW
Feyza Nur Gemici
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
support violence such
as “His flesh belongs to
you, His bones belongs
to me” Figure
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
In Turkey, verbal warning, written censure, short-
term suspension, and expulsion are the applied
methods to provide discipline (Loranzo &
The majority of teachers in
Turkey believe that corporal
punishment is necessary for the
development of the child
(Loranzo & Kızılarslan, 2013).
Physical and verbal approaches and time away
from instruction are applied frequently to
misconduct problems in schools (Loranzo &
Some teachers believe that they hold the right to
beat the child if s/he deserves it (Turkum, 2010).
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, et.al., 2008)
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, et.al., 2008)
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)
Teachers approve to exert to violence if their
capacities, abilities and knowledge to manipulate
classroom management situation are insufficient.
(Semerci, et.al., 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)
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.
STATEMENT OF THE PROBLEM
Why do teachers exert violence to
maintain discipline in the
WHY DID WE CHOOSE THIS
Because all members of this group
experienced violence once in their school
Also, we observed teachers’ violence
against students to provide discipline in our
Understanding of Education
Proverbs Figure 7
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 %
THE CHART OF MATRIX
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)
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
1. How often does your teacher exert to
verbal violence to you or your friends?
2. How often does your teacher exert to
physical violence to you or your friends?
3. In which conditions does your teacher
exert to violence, if s/he exerts to violence?
4. How do you evaluate verbal and physical
violence that your teacher exerts to, if s/he exerts
5. What do you feel when your teacher
exerts to violence to you or your
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.
PRINCIPLES TO MANAGE PROBLEMATIC BEHAVIORS
First aim is providing lesson without
To define problematic behavior, environment of
which problematic behavior occurred is
Show students’ personality respect.
Find the most appropriate method
to manipulate the situation. Figure 8
HINTS: WHAT CAN WE DO?
STEP 1: A Nonverbal Warning
Squeeze the students’ shoulder
Close to the student
Use attractive tools to gain attention of the student
Lean down and whisper
STEP 2: A Verbal Warning
If the student persists,
Use the name of target students
in the sentence.
Asking open ended question towards class to
make students find a solution.
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
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
STEPS 10 -17
17 - 24
- 2 Mar
2 - 9
16 – 23
23 – 30
Forming group &
identifying the topic
Determination of the
problem and approval
Drawing of fishbone
Determining the main
Forming the survey
Implementing of survey
Collecting data data
Analysis of data
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21 March 2016 from http://www.bbc.com/news/science-environment-29760212
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