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Managing your classroom with heart(2)
1. No Significant Learning Can Occur
With No Significant Relationship!
(James Comer)
http://pureeyed.deviantart.com/art/Le-Petite-Prince-Wallpaper-10357040
3. CONTENT
INTRODUCTION
GANNT CARD
LITERATURE REVIEW
MATRIX DIAGRAM
PARETO DIAGRAM
PROBLEM DEFINITION
DATA COLLECTION
FISHBONE DIAGRAM
SURVEY RESULTS
SUGGESTIONS & POSSIBLE SOLUTIONS
CONCLUSION
REFERENCES
4. Why
did we choose this topic ?
We found out that interaction between teachers and
students is a problematic issue while doing our
observations in practicum schools and we’d like to have a
better understanding of it and its effects.
5. GANNT CARD
STEPS WEEKS OCT
2
OCT
3
OCT
4
NOV
1
NOV
2
NOV
3
NOV
4
DEC
1
DEC
2
DEC
3
PLAN Identify the topic
Approval
Literature review
and target
identification
Cause-effect analysis
Approval of the main
cause
Solutions for the
future
Determined solution
tactic
DO Start implementing
CHECK Assessment of the
trial phase
ACT & STANDARDIZATION Standardization and
blog design
Final corrections and
delivering
Self-assessment
PRESENTATION AS team
OBSERVED
EXPECTED
6. LITERATURE REVIEW
“the relationship between teacher goal orientation and
student affective out-comes is examined. An attempt was
made to determine if students of teachers stressing affective
outcomes express more positive affect than students of
teachers adhering to either a cognitive or "mixed"
orientation.”
Richard S. Prawat and Jacquelyn R. Nickerson
from Michigan State University
7. LITERATURE REVIEW
“If the relationship between teachers and students has been
significantly undermined, then schools have less capacity to
accomplish education goals. Challenges to traditional
authority relationships in schools have limited educators'
ability to socialize youth effectively and have increased
school level disobedience, disorder, and violence.”
Richard Arum
8. LITERATURE REVIEW
“highly democratic parents had children who were bossy,
physically vigorous and active, and highly socially involved, while
highly controlling parents had children who were obedient,
suggestible, fearful, and lacking in tenacity. Similarly, the
students of highly democratic teachers might be expected to be
more independent and boisterous, while those students of more
controlling teachers might be expected to be quieter and more
obedient. Having greater control over students may be reassuring
to many teachers, and hence they may feel better about
themselves as teachers in settings where effective teaching is
equated with maintaining control.”
Benninga and Thomas R. Guskey from the University of
Kentucky and Kathy R. Thornburg from the University of
Missouri, Columbia
9. PROBLEM DEFINITION
Why teacher and student interaction is weak?
Why do students do not like their teachers?
Why do not teachers understand students?
Why teachers ignore students?
10. MATRIX DIAGRAM
The first question got the highest mark on
our little survey on which question is the
most important one to us.
Question Duygu Merve Zeynel Kübra Total
1 7 6 7 7 27
2 6 7 3 5 21
3 3 1 4 4 12
4 5 2 5 3 15
13. DATA COLLECTION
Questionaire consisting of 16 questions:
It is done with 36 teachers in our observation schools;
• ITU Natuk Birkan Primary and Middle School
• Ekrem Elginkan High School
• Nişantaşı Nuri Akın Anatolian High School
• Çapa Science School
14. The profile of teachers:
English: 11
Mathematics: 11
Counselor :2
Primary School Teacher: 6
Chemistry :3
Computer and Technology: 3
15. SURVEY RESULTS
MEAN 38,22222
STD4,846861
MAX 47
MIN 30
The mean of our questionnaire is 38 out of 50. There is not
any teacher who get below than 30 so teachers think that
their relations with students are strong.
(1: Strongly disagree, 2: Disagree, 3: No idea, 4: Agree, 5:
Strongly agree)
16. I believe that early experiences with other teachers affect my
students’ attitude towards me.
(1: Strongly disagree, 2: Disagree, 3: No idea, 4: Agree, 5: Strongly agree)
1
17%
2
14%
3
25%
4
33%
5
11%
17. I believe that the family my students come from is a
determinant for our relationship.
(1: Strongly disagree, 2: Disagree, 3: No idea, 4: Agree, 5: Strongly agree)
1
0%
2
8% 3
14%
4
56%
5
22%
18. Social status of a student affects our relationship in the
classroom.
(1: Strongly disagree, 2: Disagree, 3: No idea, 4: Agree, 5: Strongly agree)
1
12%
2
26%
3
17%
4
31%
5
14%
19. I think that physical conditions of the classrooms affect
the teacher-student relationship
(1: Strongly disagree, 2: Disagree, 3: No idea, 4: Agree, 5: Strongly agree)
1
3%
2
8%
3
17%
4
47%
5
25%
20. I believe that strict rules in school management in general
affect teacher-student relationship negatively.
(1: Strongly disagree, 2: Disagree, 3: No idea, 4: Agree, 5: Strongly agree)
1
17%
2
36%
3
17%
4
19%
5
11%
21. If students do not get adequate out-of-class activities in
the school, they have problems in accomplishing a good
relationship with their teachers.
(1: Strongly disagree, 2: Disagree, 3: No idea, 4: Agree, 5: Strongly agree)
1
17%
2
36%
3
30%
4
17%
5
0%
22. SUGGESTIONS & POSSIBLE
SOLUTIONS
Teachers should be attending to the activities such as seminars, projects and social
activities in order to increase their pedagogical knowledge
Students opinions should be also taken into consideration when setting school
rules, at least the class ones.
Students should know their rights well and feel safe in the class.
Students should feel that each of them is important individually and have right to
speak out their own opinions.
Teachers should be up to date , they should follow current technologies,
methodologies , innovations in education field.
Teachers should be cooperating with parents and counselors.
23. CONCLUSION
“In the best-case scenario, relationships are based on
trust and mutual respect. Each party cares about the
other, enjoys interacting with the other, and is
sensitive to the specific needs of the other. A teacher
can positively influence his or her relationship with
students by inspiring and expecting students to do
their best, treating students' ideas with respect,
learning about the students' aspirations, and being
open to learning from the students.”
http://www.studentengagementtrust.org/engagementModel/
24. CONCLUSION
As a result of our survey, we have seen that teachers are
not willing to take responsibility for the interaction
problems. They generally blame external factors.
http://www.studentengagement
trust.org/engagementModel/
25. REFERENCES
Köksal H., Imece cırcles
Pianta, R., & Murray, C. (2007). The Importance of Teacher-Student Relationships for Adolescents
with High Incidence Disabilities. Theory Into Practice, 46(2), 105-112. Retrieved December 5, 2014.
Benninga J, Guskey T., Thornburg K. (1981). The Relationship between Teacher Attitudes and
Student Perceptions of Classroom Climate. The Elementary School Journal, 82,( 1) , 66-75 . Retrieved
December 5, 2014.
Prawat R., & Nickerson J. (1985). The Relationship between Teacher Thought and Action and
Student Affective Outcomes The Elementary School Journal, 85(4). 529-540. Retrieved December 5,
2014.
Richardson V., Anders P., Tidwell D., and Lloyd C. (1991). The Relationship between Teachers' Beliefs
and Practices in Reading Comprehension American. Educational Research Journal, 28(3). 559-586.
Retrieved December 5, 2014.
Ridnouer, K. (2006). Managing your classroom with heart a guide for nurturing adolescent learners.
Alexandria, VA: Association for Supervision and Curriculum Development.
