ABSTRACT
This study aims to address the problems that teachers are facing in classroom management and to find solutions to these problems. This is a phenomenologically designed qualitative research study. 28 classroom teachers, who are working in the city of Malatya in 2017-2018 school year, easy to reach with the help of the convenience sampling, a purposive sampling method and who are working at different primary schools, made up the working group. A semi-structured interview form consisting of three open-ended questions had been used as the data collection tool. A total of 42 codes were determined for the issue of evaluation of views about the difficulties that classroom teachers encounter in classroom management. While interpreting each code, the relations between the findings were explained plus cause and effect relationships. As a result, classroom teachers determined the problems they have encountered in classroom management most as: parents’ avoidance in taking responsibility of the students, inadequacy of the lesson materials and incompetency of the school’s physical conditions. The classroom teachers evaluated themselves in classroom management which revealed that some teachers see themselves as having effective communication skills, they are more empathic towards their students, they set the rules and expectations together with students and are capable of keeping the students motivated; while other teachers see themselves as inexperienced, impatient towards students and some stated their inadequacy was due to their inability to guide their students in a proper way. This paper has identified some ideas such as being in touch with custodians, students renewing themselves and paying attention to personal differences of students which could bring better class management with remarkable outcomes.
Key words: Classroom management, classroom teachers, solution proposals.
Classroom management approach has always been changing in order to make the teachers and students efficient and creative. The general aim of all these approaches is creating a positive teaching and learning atmosphere for teachers and students. The rapid changes and developments in the society are also seen in the classroom management approaches. Keeping company with these rapid changes in the world is also a must for the teachers as the opposite situation can cause big problems for the actors of the classroom.
In the development of a country, it is an indisputable fact and it is admitted by everyone that the most important contribution for society to live in peace and wealth comes from education (Özdemir et al., 2008; Vural, 2004; Erdemir, 2007). Nowadays, one of the most focused issues about education actions is whether the teachers have the skill of effective classroom management. How teachers manage their classrooms is the subject of excessive research studies in this regard and the relevance of the teachers’ behaviour in terms of educational aspects have been widely discussed (Çetin, 2013; Güvenç and Güvenç, 2014; Åžahin and Arslan, 2014). Management, a concept that came to existence by human’s living together, gained more and more importance with the congest of societies. Human’s living in a more comfortable and peaceful setting depends on the qualities of management (Çiftçi, 2015). It is a difficult task to manage the classrooms in which the students who have different personal qualities are together and where many events mostly occur in a fast and unpreventable way. Also, because, to work efficiently with students needs, being aware of their interests; to make their learning easier, needs creating the appropriate physical setting; and to provide in-classroom mutual interaction needs deciding the classroom rules and procedures (Everstone and Emmer, 2013). It is difficult to say that the desired behaviour can be achieved in the classroom environment without effective classroom management (Terzi, 2002). The most important component that affects a person’s future life is the teacher. The teacher is the person who teaches as well as who is efficient in characteristic development of a student (Özgan et al., 2011). A teacher is the most influential constituent of classroom management. Teachers providing of the appropriate learning environment and ensuring class order is among their most substantial functions. The expectations from teacher as an efficient classroom manager are preparation of the classroom for education, deciding the classroom rules with students and making them adopt the rules, maintaining education by regulating it and procuring appropriate students’ behaviours (AÄŸaoÄŸlu, 2002).
As it is understood from all these explanations, the classroom management success of the teachers does only affect themselves, it is also the success of the students. This success can also be accepted as one of the most important things for creating a positive behaviour in the students. Many researches are being carried towards making teachers more successful in classroom management. The rapid changes in the world also change the offers of being successful in classroom management.
The psychological atmosphere of the classroom should also be in a condition which comforts the students and in which they can express themselves freely. If every student gets enough attention from their teacher, if they do not have the fear of making mistakes and if they feel themselves as if they belong to that class, the development of values and motivation increases (Dilekmen and Ada, 2005). When researches related to the subject are examined, it is observed that the teachers generally refer to warning and punishment methods against discipline problems (Karahancı, 2013; UÄŸurlu et al., 2014). Teachers’ attitude of being warm towards students and having empathy with them also motivate students. When motivation is approached as a power gaining work to reach specific purposes, the students in the classroom, who are not motivated enough and would not attend classes regularly, cannot focus on a topic, cannot listen to what is being taught, their interests would be dispersed and they would show retreatment behaviour instead of fighting off the difficulties encountered (Dilekmen and Ada, 2005).
In every educational setting, lots of behaviours either important or trivial are encountered. As a whole, the personal qualities of students in the classroom, their attitudes towards school and courses, their studying and resting habits, the cultural savings that they inherited from their families, the relationships among students, the physical conditions of the classroom and teacher-student interaction create the classroom environment. The undesirable behaviours which emerge with the desire of getting attention and stem from the development qualities of students can be observed generally at primary school ages along with every student at the age of needing love and attention. The undesirable behaviours of these students emerge with the purpose of getting attention from their teachers and friends (Erdem and Akman, 1995). Family is the place in which behaviours are shaped, imitated and some basic behaviour to be earned. As the students spend most of their time in their family and as they complete their first socialisations in the family, the first cores of undesirable behaviours are also planted in the family. Many factors like parents’ own ways of raising a child, their education levels and their being divorced affect the students’ behaviours (SarıtaÅŸ, 2000).
As can be seen from the explanations above,being successful in classroom management is one of the most important topics of the field of education management. Also, because this success directly affects the quality of most of the teaching processes. For this important reason, it is aimed to designate the problems that classroom teachers face in classroom management and to find solution proposals to these problems in this study.
In the research based on the opinions of classroom teachers, the phenomenology pattern, which is among the qualitative research methods, was used in the evaluation of the difficulties encountered in classroom management. Phenomotical design which is one of the qualitative methods is used in the research. Phenomotical design focuses on known cases deeply (Çiftçi, 2016). In the evaluation of the data, the content analysis technique was used. Content analysis technique was also used for revealing the concepts and relationships which is necessary for explanation of the data.
Data analysis in phenomenology researches is for deducing experiences and meanings. In the content analysis done for this purpose, there is an effort of conceptualisation of data and revealing the themes which can define the phenomenon. Outcomes are presented with a descriptive expression and allows for direct expressions frequently. Besides, the findings which are obtained within the frame of revealed themes and patterns are explained and interpreted (ÅžimÅŸek and Yıldırım, 2008). The phenomenology pattern focuses on the phenomena which we are aware of but do not have an in-depth and detailed understanding. Phenomena may appear in different forms such as events, experiences, perceptions, tendencies, concepts and occasions in our world. We can come across these phenomena in different forms in our daily lives. However, this acquaintanceship does not mean that we understand these phenomena completely. For the studies which are not totally unfamiliar with us but at the same time to research the phenomena which we cannot comprehend their exact meanings, the phenomenology creates an appropriate research ground. In phenomenology researches, the fundamental data collection tool is interview (Büyüköztürk et al., 2012). The causes of human behaviours may have more than one effect or more than one reason. To examine this complicated human behaviour like this in detail, the qualitative research methods are used in this study.
Data collection and analysis
The data of this research were gathered at the end of the 2nd semester of 2017-2018 academic year. While handing the semi-structured interview forms, it was stated that the results of this research will only be used for scientific purposes, will not be shared with third parties and the questions should be answered with an objective attitude; the participants were told not to write their names on the interview forms. The interview forms were applied to the interviewers personally by the researcher.
As the data collection tool, a semi-structured interview form which consists of three open-ended questions was used. While expressing their views the interviewer told them to feel free and they can start with question they want (Bruce and Lune, 2015). A preliminary application was executed with the participants before starting the interviews, and after the necessary readjustments, the interview form was finalized. The interview forms were applied in written form when the participants were available by informing them. The open-ended questions on the prepared interview form are shown below.
(i) What are the difficulties that you encounter in classroom management? Could you write them down with their reasons?
(ii) How do you evaluate yourself on the matter of classroom management in accordance with the existing applications and opportunities? Could you write down your qualities which you find as adequate or inadequate with the reasons?
(iii) What should be done for you to be more successful in classroom management according to you?
The data which were gathered from the open-ended questions were analyzed by two different researchers and the common categories, which consisted of the answers given to the questions and the revealed themes were identified. The data which matched with the conceptual frame is defined as findings and interpreted. Abbreviations such as (K1) – (K2) are used instead of codes like Classroom Teacher 1, Classroom Teacher 2.Codes are interpreted in the frame of research outcomes as topics and with the direct quotations.
On the issue of evaluating the opinions of classroom teachers about the difficulties that they have in classroom management, a total of 42 codes were determined. While interpreting each code, the relations between the findings were explained and cause-effect relationships were set up. Meanwhile, if there are any, meaningful findings were given according to various variables. Explanations were made about the importance of the results derived from gathered findings. Frequencies and percentages were used to interpret the data. Tables were created by designating proper themes; research findings were interpreted by interpreting the most and least given answers
Working group
The working group of the research constituted 28 classroom teachers in Malatya city, who were selected through purposeful sampling method. As it is aimed to address the problems that teachers are facing in classroom management and to find solutions to these problems, participants consisted of classroom teachers who taught different classes and work in different primary schools in Malatya city at the end of the second semester of 2017-2018 academic year. Purposeful sampling provides an opportunity for making a detailed research by choosing the situations which are rich by means of appropriate knowledge suitable for the purpose of the research (Büyükoztürk et al., 2012). On the other hand, the easily accessible status sampling provides ease and speed for the researcher. Schools in different locations, gender and age were fixed as the criteria for selection of samples. The information about the classroom teachers who constitute the work group is shown in Table 1.
Male participants constitute 57.14% and female participants constitute 42.85% of the sample. All the teachers are classroom teachers from different public primary schools. 10.71% of the participants have professional seniority between 1 to 10 year, and 53.57% of the teachers have professional seniority between11 to 20 years and 35.71% have professional seniority between 21 to 30 years. Also, it was observed that 17.085% are between the ages of 25-35 and 53.57% of the sample are between the ages of 36-45. 25.00% is between the ages of 46.55 and 3.57% of the sample is above the age of 56. 21.42% of the sample teach 1st grade, 28.57% teach 2nd grade; 21.42% teach 3rd grade and 28.57% of the sample teach 4th grade. Details for each participant are given in Table 2.
When the problems were categorised from the answers given by the 28 participants to the question: “What are the difficulties that you encounter in classroom management? Could you write them down with their reasons?”, total of 40 problems under 3 themes were identified. Frequencies and percentages of all the problems are shown in Table 3 in descending order. As can be seen in Table 3, “Parents’ avoidance of taking responsibilities” comes first from the remarks about the difficulties that the classroom teacher encounter in the classroom management with 8 people (28.57%). The other codes which are excessive are “Inadequacy of course materials” with 6 people (21.42%) and “Inadequacy of physical conditions” and “Utilization of verbal and physical violence” with 5 people each (17.85%). The codes of “Talking without permission” and “Undisciplined behaviours” are the least emphasised codes with 2 people each (7.14%).
The code which has the highest frequency is “Parents’ avoidance of taking responsibilities”. About this issue participant K2 (Female Senior teacher, 21 years) commented as follows:
“Parents’ avoidance of taking responsibilities at the point of being supportive to the students has affected students’ success negatively”.
Participant K4 (Male Senior teacher 27 years) commented on this matter as follows: “The biggest problem is the parent issue. There is no difficult thing like persuading a parent. Most of the parents do not accept their child’s problem”.
Participant K8 commented as follows: “A teacher to whom a parent does not respect cannot be successful in classroom management. While there are parents saying that my child does not tell lies, my child does not misbehave etc, as a teacher you cannot have the control in the classroom”.
Participant K16 (Male Senior teacher, 18 years) commented as follows: “Enough interest and attention are not being shown by parents to students’ courses; we cannot get help with the issues like homework tracking etc and fulfilling the responsibilities”.
Participant K25: (Female Senior teacher, 17 years) “A
child who is not getting help he needs from his parents loses his motivation after a certain time”.
From these explanations of the participants, it can be understood that parents are not taking responsibilities about the issues related to the students. Other codes with high frequencies are “Inadequacy of course equipment”, “Inadequacy of physical conditions”, “Utilization of verbal and physical violence” and “Foreign national students”. About these matters, participant K2 (Female Senior teacher, 21 years) commented as follows:
“Inadequacy of the school’s physical conditions and inadequacy of course equipment are affecting our purposes in a negative way”.
Participant K6 (Female Senior teacher, 12 years) commented as follows: “The students have tendency to violence, they are trying to make even a small issue clear by hitting, beating and breaking. At the same time, they are using rude, cursing and slang words very often”.
Participant K19 (Male Senior teacher, 17 years) commented as follows:
“The only difficulty I encounter is trying to make Syrian students attend same lesson with other students together. I am having a considerable amount of difficulty about this matter. Because, while Syrian students are trying to read, write or trying to understand what is being spoken around them, the other students are moving in accordance with the lesson, meanwhile the Syrian students are being bored and show different behaviours”.
From the comments of these participants, it can be understood that the inadequacy of equipment in the classroom, inadequacy of school’s physical conditions, students’ utilization of verbal and physical violence and the existence of foreign national students in the classroom have been causing difficulties in the teachers’ classroom management. The codes which have the least frequencies are “Talking without permission” and “Undisciplined behaviours”. About these matters participant K11 (Male Senior teacher, 20 years) commented as follows:
“Students speak without permission. Their being not well-educated about this matter from their families and pre-school education is one of the topics that I am tired of most in the classroom”.
K27 (Male Senior teacher, 16 years) commented as follows: “New generation students are growing up with more comfort and self-esteem. This situation is satisfactory; however, the students showing too much free behaviours can cause negativities in terms of course discipline”.
From these comments, it can be understood that students talking without permission and showing undisciplined behaviours in classroom are giving troubled times to the teacher about classroom management. When the problems were categorized from the answers given by the 28 participants to the question of “How do you evaluate yourself on the matter of classroom management in accordance with the existing applications and opportunities? Could you write down the qualities of yours which you find as adequate or inadequate in with their reasons?” a total of 40 problems under 2 themes were identified. Frequencies and percentages of all the problems are given in Table 4 in descending order.
As can be seen in Table 4, “I have efficient communications skills” comes first from the remarks about how the classroom teachers evaluate themselves in classroom management with 7 people (25.57%). The other codes which are excessive are “I am sympathetic with the students” with 5 people (%17.85%) and “I set rules with the students” and “I keep the students active in the classroom” with 4 people(14.28%). The codes “I reward positive behaviours” and “I cooperate with the counselling service” are the least indicated expressions with 1 person each (3.57%).
The code with the highest frequency is “I have an efficient communication skill”. On this subject matter, participant K2 (Female Senior teacher, 21 years) commented as follows:
“Knowing the families and having closer relationships with them and the students prevent some negative behaviour that might show up”.
Participant K26 (Female Senior teacher, 15 years) commented as follows: “I create a comfortable setting for my students, I try to treat them like a mother, I always talk to them and listen to them”.
From the statements of these participants, it can be understood that having an effective communication skill affects classroom teachers in a positive way. Another high frequency code, which arises from the remarks of teachers who find themselves adequate in classroom management issue, is “I am sympathetic with the students”. About this matter participant K26 (Female Senior teacher, 15 years) commented as follows:
“When my students have problems, I talk to them, I listen to them and I try to understand them”.
Participant K28 (Male Senior teacher, 19 years) commented as follows: “I show an attitude which would not hurt my students. Some students take advantage of this situation and this makes me tired but still I treat them sympathetically”.
From these comments of the participants, it can be understood that being empathetic to students is a behaviour which facilitates classroom management. The codes which have the least frequencies are “I reward positive behaviours” and “I cooperate with the counselling service”. About these matters, participant K17 commented as follows: “I am patient and when I get angry I can control my rage. I ignore the negative behaviours of students and I reward the positive behaviours”.
K2 (Female Senior teacher, 21 years) commented as follows: “For preventing the undesirable behaviours, I warn the students and I use the method of rewarding the students who show positive behaviours, if I still fail, I cooperate with the counselling service”.
From these comments, it can be understood that rewarding positive behaviours and cooperating with the counseling service are among the methods that classroom teachers use in classroom management. When the problems were categorized from the answers given by 28 participants to the question of “What should be done for you to be more successful in classroom management according to you?” a total of 39 problems under 2 themes were identified. Frequencies and percentages of all the problems are shown in Table 5 in descending order.
As can be seen in Table 5, “Being in touch with parents” comes first from the remarks about classroom teachers being more successful in classroom management with 7 people (25.57%). Other codes, which are excessive, are “Self-renewal of teachers” with 6 people (21.42%) and “Minding student differences” and “The need of course equipment should be provided” with 4 people each (14.28%). The codes of “Coming more prepared to the lesson”, “Approaching the students with more tolerance”, “Level classes should be created” and “Social activities should be increased” are the least indicated remarks with 1 person each (3.57%).
The code which had the highest frequency is “Being in touch with parents”. On this said subject matter, participant K2 (Female Senior teacher, 21 years) commented as follows: “Knowing the families and establishing better relationships with them would be able to prevent some negative behaviour that might come up”.
Participant K20 (Male Senior teacher, 16 years) commented as follows: “I think the children who are educated in their families would not have problems in adjusting the environment, and I think this education would affect the classroom environment in a positive way. Being in touch with parents is quite important for controlling students’ behaviours”.
Participant K19 commented as follows: “It should be cooperated with parents, first. It should be moved together with the parents about the behaviours towards students”.
From these comments of the participants, it can be understood that teachers being in touch with the parents facilitates the teachers’ management of the classroom. The other codes which have high frequencies are “Self-renewal of teachers”, Minding the student differences” and “The need of course equipment should be provided”. Going further, participant K22 (Male Senior teacher, 16 years) commented as follows: “Teachers should be taken for in-service training about classroom management in seminar. Especially, the teachers who are inadequate in field information have troubles in classroom management. For this reason, in-service seminars about field information should be arranged and teachers should renew themselves”.
Participant K12 (Male Senior teacher, 7 years) commented as follows: “Students need to be guided according to their talents”.
K15 commented as follows: “For classroom management to be successful, it is needed to know the students well and to decide suitable techniques and methods for them”.
Participant K2 (Female Senior teacher, 21 years) commented as follows: “The physical equipment of the school should be improved. Inadequacy of materials and equipment should be fulfilled”.
K14 (Female Senior teacher, 6 years) commented as follows: “The course equipment in the classroom should be arranged in a way that attracts students’ interests”. From the comments of the participants, it can be understood that teachers need to renew themselves to be more successful in classroom management; they need to consider students’ differences and prepare the course equipment according to the students’ needs. It can also be understood that they need on the job training courses. Many other research studies about pre-service and inservice teachers revealed that the integrated practicum occurs late and is not long-enough (AltıntaÅŸ and Görgen, 2014; TaÅŸdere, 2014).
The codes which had the least frequencies are “Coming to the lesson more prepared”, “Approaching the students with more tolerance”, “Level classes should be created” and “Social activities should be increased”. On this, participant K14 (Female Senior teacher, 6 years) commented as follows: “Teachers should come to the lesson more prepared”. K26 (Female Senior teacher, 15 years) commented as follows: “The students should be approached with love and tolerance”. K23: “The parents may object, but level classes should be created. The students who are in bad condition are getting worse among the good students and this situation affects their socializations negatively. However, their being in a classroom in which they would be with the students who are closer to their levels will also enhance their self-esteem. Moreover, when the teacher teaches a lesson according to their levels, more productive outcomes will be possessed.” “The students should be provided comfortable environments, and prevent them to be bored, social activities should be focused on more”. From here, it can be understood that teachers coming to the lessons prepared, being tolerant to the students, level classrooms to be created and increasing the social activities that are given to the students can affect the classroom management of the teachers in a positive way.
The leading remarks about the difficulties in classroom management which the classroom teachers encountered are “Parents’ avoidance of taking responsibilities”, “Inadequacy of course equipment”, “Inadequacy of physical conditions” and “Utilization of verbal and physical violence.” “Talking without permission” and “Undisciplined behaviours” are the least indicated problems. In the researches made by KırbaÅŸ and Atay, (2017); the leading problem that the classroom teachers encounter in classroom management is students’ talking without permission. It is also indicated the readiness levels of students being low, students not listening to the teacher during the lessons, students not being able to focus their attention on the lesson, students complaining about one another all the time, their possession of the habit of going to the bathroom too many times are the behaviours which affect classroom management in a negative way. In primary school years, it takes a long time for students to learn their responsibilities towards the class and school, the classroom rules, and being able to live together. Primary school children need the guidance of their teachers to protect the order in the classroom and fulfil the responsibilities of their own for ensuring the order. This situation causes loss of time while the teacher is procuring the classroom management (Sadık, 2000). In one of the studies, it is expressed that talking in the classroom without permission, showing no interest to the lesson and walking around in the classroom are the most common behaviour seen in the class (Sadık and Arslan, 2015).
Teachers being aware that the students may have these needs and needs like these will strengthen their abilities of classroom management. The leading remarks about how the classroom teachers evaluate themselves in classroom management are “I have an effective communication skill”, “I treat students sympathetically”, “I set the rules with the students together” and “I keep the students active in the class”. And “I reward positive behaviours” and “I cooperate with the counseling service” are the least indicated remarks. In the research made by Sadık (2017); it is indicated that teachers have points that they find themselves adequate and inadequate in classroom management, they are trying harder to struggle with the problems, they do not see themselves at the core of the problems in classroom management; the school administration and parents are mostly dwelling on what they need to do about effective classroom management, they find the pre-service education about the classroom management as inadequate due to lack of applications, they need education on the issues of struggling with undesirable behaviours, occupational ethics and communication skills. In the research of Sarı and Altun (2015), the problems about the students that the classroom teachers have and related answers are analyzed and it is diagnosed that the teachers have significant problems about their not knowing how to conduct studies which would enhance their students’ motivations. In the same research, the result had been reached that teachers have not got a standard for giving punishments and rewards to the students. Also, the teacher’s experience should not be ignored. This is because according to the researches that have been made, it has been observed that the higher ranked teachers’ skills of classroom management and levels of making the students motivated are considerably more than the teachers who are in other ranks (Bozgeyikli and Gözler, 2016). In the research of Korkmaz (1999); it has been found out that the teachers who have just started their jobs have been experiencing problems in getting the attention of students, explaining the objectives of the lesson, having contact with students, deciding the classroom rules and applying them and knowing the students.
The leading remarks about classroom teachers being more successful in classroom management are “Being in touch with the parents”, Self-renewal of the teachers”, Minding the student differences” and “The need of course equipment should be provided”. The codes “Coming to the lesson more prepared”, “Approaching the students with tolerance”, “Level classes should be created” and “Social activities should be increased” are the least indicated remarks. In another research conducted by KırbaÅŸ and Atay, (2017); among the things that need to be done for efficient classroom management, the teachers mostly indicated that the lessons should be taught in a student-centred way. Concentrating on the activities, deciding the classroom rules with students, providing parent-teacher-administration cooperation and giving place to planning have followed this line. Crouch and Keys (2014) also advised teachers corporation with the families to solve students’ problems in school. Among the necessary recommendations for effective classroom management of classroom teachers, it can be seen that there is administration, teacher and parent cooperation. Furthermore, compatible cooperation not existing among the administration, teacher and parent is affecting the education system negatively. There needs to be a positive communication for maintaining cooperation among these three; also, because, the research made has shown that most of the learning takes place outside the classroom (Paliç and KeleÅŸ, 2011). In another research, by means of preventing the discipline problems, teachers’ cooperation with the family and school counsellor comes first (Sadık and Arslan, 2015).
When an undesired behaviour arises in the classroom, a teacher needs to notice this immediately and he or she needs to choose a method which is aimed at eliminating this problem. The most crucial point at deciding on a method is the type of behaviour which comes up (Güleç and Alkış, 2004). Precautionary methods are the precautions that the teachers take before undesirable behaviours and actions that damage the classroom order. For making the students take active roles in the classroom activities, every action made by the teacher can be accepted as a preventive precaution of undesirable behaviour. Some of these control methods are as follows: planned studying, fluency activities, consistency, teacher control and deciding rules (Tertemiz, 2006). Also, to prevent undesirable behaviours, the followings should be given weight to: use of positive reinforcements, the expectations from students should be indicated clearly and precisely, focus on what needs to be done instead of what should not be done, be consistent, giving a place to use rewards instead of punishments, establishing a healthy relationship between teacher and student, paying attention to use ’we’ language instead of ’you’ language and avoiding physical intervention (Åžentürk, 2010). Åžahin and Arslan, (2014) stated that students’ face to face or out-of-classroom conversations after the problematic behaviour are affecting them more positively and punishment in the classroom is affecting them in a negative way. In the research, Åžentürk, (2007) stated that providing a successful educational setting, the teacher needs to prepare appropriate studies by paying attention to students’ personal differences. In another research, it had been designated that the problems, which teachers encounter most, are student differences, reflection of different family settings and attitudes of students’ towards the lesson (Paliç and KeleÅŸ, 2011). Again, in another research, it has been stated that discipline problems are caused mostly by student and family qualities (Sadık and Arslan, 2015). Ekici and Elici (2014) state that the behavours of the students are affected by different factors such as locations of the schools, characteristics of the schools and students. All these results from different studies also support the findings of this study.
Conclusively, from the views of the classroom teachers about the difficulties they encounter in classroom management, it is understood that these problems are mainly based on some difficulties such as; Student-based difficulties, data-based difficulties, physical environment and lack of material-based difficulties. In addition to these, most classroom teachers find themselves adequate in classroom management while only a few of them find themselves inadequate.
Finally, from the views of the teachers, it is understood that they expressed their views about what needs to be done in being more successful in classroom management under two subtitles. The first one is; “What teachers need to and the second one is; “What needs to be done about the school’s general management.
Improving both the physical conditions of the schools and the need of course equipment can help the teachers to be more successful in classroom management.
Doing activities like motivating the students to the lessons and giving direct information for school rules from the formative school years of the students can help the teachers to be more successful in classroom management. Giving on the job training to the teachers who find themselves inadequate in classroom management can help the teachers to be more successful in classroom management.
The author has not declared any conflict of interests.
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