Evaluation of Teacher and Student Misbehaviours in Primary Schools from Prospective Teachers' Point of View

Abstract

The aim of this study was to evaluate teacher and student misbehaviours and the methods teachers use with regard tostudent misbehaviours in primary schools from prospective classroom teachers' point of view. The study usedphenomenological method, a qualitative research design, since thorough data collection was performed based onpersonal experiences. The study group consisted of junior (3rd grade) students registered for the 2017-2018 academicyear in the classroom teaching programme provided by a state university in the Central Anatolia region. 52prospective classroom teachers participated in the study, on a voluntary basis. While forming the study group, it wasintentionally preferred that prospective classroom teachers took the School Experience course. To collect data, asemi-structured interview form was prepared by the researcher. The form included 4 questions on demographiccharacteristics and 3 questions on the research topic. Data obtained from the study was analyzed by using descriptiveanalysis, which is widely used in qualitative studies. Certain conclusions were made based on the results obtainedfrom the research. Some of these conclusions can be stated as follows: 1. Some of the most common studentmisbehaviours in primary schools, according to prospective classroom teachers, are quarrelling with friends, talkingwithout taking permission, complaining, chatting among themselves, and wandering around the classroom. 2. Someof the most common teacher misbehaviours in primary schools, according to prospective classroom teachers, areextreme yelling, constant use of a particular method, discriminating students over one another, and cancelling playand physical activity lesson.