MANAGING YOUR CLASSROOM WITH

HEART

No Significant Learning Can Occur With No Significant Relationship!

(James Comer)

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GROUP NAME: GROUP MEMBERS:Duygu Çukadar (L)Fatma Kübra TokaMerve KaştanZeynel Kızılelma

GROUP SLOGAN: Teaching is a work of heart MEETING TIME & PLACE:Tuesdays in study 13:00- 17:00

AVERAGE AGE: 23,75

CONTENT INTRODUCTION GANNT CARD LITERATURE REVIEW MATRIX DIAGRAM PARETO DIAGRAM PROBLEM DEFINITION DATA COLLECTION FISHBONE DIAGRAM SURVEY RESULTS SUGGESTIONS & POSSIBLE SOLUTIONS CONCLUSION REFERENCES

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.

GANNT CARDSTEPS WEEKS OCT

2OCT 3

OCT4

NOV1

NOV2

NOV3

NOV4

DEC1

DEC2

DEC3

PLAN Identify the topic

Approval

Literature review and target identification

Cause-effect analysis

Approval of the main causeSolutions for the futureDetermined 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

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

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

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

PROBLEM DEFINITIONWhy teacher and student interaction is weak?Why do students do not like their teachers?Why do not teachers understand students?Why teachers ignore students?

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

PARETO DIAGRAM

Why teacher and student interaction is weak?

1st 2nd 3rd 4th0

5

10

15

20

25

30

FISHBONE DIAGRAM

DATA COLLECTIONQuestionaire 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

The profile of teachers:English: 11Mathematics: 11Counselor :2Primary School Teacher: 6Chemistry :3Computer and Technology: 3

SURVEY RESULTS MEAN 38,22222 STD4,846861 MAX 47 MIN 30The 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)

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)

117%

214%3

25%

433%

511%

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)

28%

314%

456%

522%

Social status of a student affects our relationship in the classroom.

(1: Strongly disagree, 2: Disagree, 3: No idea, 4: Agree, 5: Strongly agree)

111%

226%

317%

431%

514%

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)

13%

28%

317%

447%

525%

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)

117%

236%

317%

419%

511%

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)

117%

236%

331%

417%

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.

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/

CONCLUSIONAs 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.studentengagementtrust.org/engagementModel/

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.

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SPECIAL THANKS TO DR. HAYAL KÖKSAL