APPROACHES TO LEARNING IN THE EYE OF TEACHERS AND STUDENTSSerik High School – Antalya / Turkey

WHAT HAVE WE DONE FOR GETTING INFORMATION ABOUT THE METHODS/TECHNIQUES OUR TEACHERS USE? We have applied a questionnaire to 22 different

teachers who have these subjects (2 teachers for each subject):

- Maths - Literature- Philosophy- Physics- History- Biology- English - Geography- Physical Training- Chemistry- Religious Cultures - Visual Arts- Music

The ages of our teachers vary from 25 to 55. So the results contain each experience-level.

The questionnaire for teachers consists of 4 parts: Planning teaching activities Teaching Strategies focused on student

differences Student analysis Shortages/drawbacks/handicaps in professional

environment

RESULTS FROM THE QUESTTIONNAIRE FOR TEACHERS…

PART 1: PLANNING TEACHING ACTIVITIES

80 % of the teachers think that real life/case studies are highly important for planning curriculum

Making students more active than teachers in curricular activities during courses are highly important ( 75 % of teachers agree). By the same token, 80% of teachers believe that teachers’ being active (as a leader) as a knowledge transmitter is not necessarily needed.

Common characteristics of students should be considered in planning level. (60% of teachers)

PART 2: TEACHING STRATEGIES FOCUSED ON STUDENT DIFFERENCES

45% of teachers pre-assess their students’ present knowledge, skills and interests

90% of teachers agree that using individual learning and group work in the same course is useful

70% of teachers prefer “team work” or “pair work” activities in their classes

Alternative ways for students to submit their products are important in terms of their differences (80% of teachers)

PART 3: TEACHERS THINK ABOUT THEİR STUDENTS…

can deal with group work (85 %) study systematically (50 %) are enthusiastic about new knowledge (60 %) have a high motivation for joining socio-

cultural activities (65 %) enjoy activities which increase general

knowledge (40 %)

PART 4: SHORTAGES / DRAWBACKS / HANDICAPS IN TEACHING PROFESSION

95 % of teachers think that working hours are excessive (25-30 courses per week)

90 % of teachers can’t find enough time and energy for personal development

95 % of teachers believe that nationally-centered curriculum ignores students’ differences

70 % think that in-service training activities are not enough

60 % complain about unavailability of subject classrooms (i.e. English classroom, Literature classroom, Geography classroom, etc.)

QUESTIONNAIRE FOR STUDENTS

3 grades are included (30 students from each grade-in total 90 students)

9th grade is ignored because of being freshmen (not familiar to high school)

SIGNIFICANT POINTS FROM STUDENTS’ QUESTIONNAIRE

Availability and Communication 60 % say they can contact with administrators

and teachers easily 65 % say they can communicate and express

themselves to the teachers and administrators easily

Credibility 85 % trust their teachers in class management

and content knowledge 75 % trust management skills of school

administrators

Security 80 % think security preventions and practices

are enough

Participating in Decision-Making 65 % think they’re applied for their remarks on

school management and organisation 75 % believe they participate in standard

curriculum hours

Education and Training Activities 85 % believe that lessons are taught suitable for

their levels 75 % think they can use the knowledge and skills

they gathered at school in their later lives. 45 % think that instruments such as computer,

maps, overhead projectors are not used sufficiently

90 % find professional guidance for post-graduation useful.

% 70 believe they get enough support in psychological counseling for personal problems

Break Time 20 % think that break time (5 mins) is enough

Physical conditions 50 % think school is clean and well-kept 30 % think that social areas can be used for

extracurricular purposes Students’ Cafeteria

70 % think that the cafeteria is clean and healthy 40 % think that the prices are normal

Socio-cultural and sports activities 60 % think socio-cultural activities are efficient

at school 70 % attend socio-cultural activities organized by

school willingly 45 % believe that socio-cultural opportunities at

school improve their skills

Evaluation 85 % think that their academic success is

awarded 80 % believe that their teachers are objective 70 % believe that administrators and teachers

are impartial when they punish

COMMON RESULTS OF QUESTIONNAIRES

Negative Aspects Crowded school (around 1400 students) Unavailablity of subject classes Short break time Inadequate recreation and social activities areas Unsufficient janitors Long and tiring working hours

Positive Aspects Smart boards 30-student classes (compared to the other high

schools) Teachers’ high motivation for extracurricular

activities Teachers’ initiative to flexible teaching programs

in addition to national-centered curriculum which can not satisfy the needs

Many selective courses

RESULTS OF QUESTIONNAIRES

THANK YOU …