Publication: EĞİTİMDE KULLANILAN ÖDÜL CEZA UYGULAMALARININ,_x000D_
ÖĞRETMEN GÖRÜŞLERİNE GÖRE ÖĞRENCİLERİN_x000D_
DUYUŞSAL ALANLARI AÇISINDAN DEĞERLENDİRİLMESİ
Abstract
Öğretmenlerin sınıflarında en çok başvurdukları yöntemlerdenbirisi ödül ceza uygulamalarıdır. Öğretmenler ödül ceza uygulamalarını;öğrencilerin ders başarılarını artırması, öğrencilere istendik davranışlarıkazandırması, sınıf içi düzen ve disiplin sağlaması gibi farklı amaçlarlakullanmaktadırlar.Bu çalışmanın amacı, öğretmen görüşlerine göre, sınıftakullanılan ödül ve ceza uygulamalarının öğrencilerin duyuşsal alanlarıaçısından değerlendirilmesidir. Çalışmada, nitel araştırmayöntemlerinden biri olan durum çalışması deseni kullanılmıştır.Çalışma grubunda İstanbul İl Milli Eğitim Müdürlüğü’ ne bağlı olarakgörev yapan, kıdem yılı 2 ile 20 yıl arasında değişen; 4 okul öncesiöğretmeni, 4 sınıf öğretmeni ve 3 PDR uzmanı olmak üzere 11 katılımcıyer almaktadır. Çalışma grubu amaçlı örnekleme yöntemlerinden biriolan ölçüt örnekleme tekniği kullanılarak belirlenmiştir. Çalışmada yarıyapılandırılmış görüşme tekniği kullanılmış, görüşme sonucunda eldeedilen veriler betimsel analiz tekniği ile analiz edilmiştir. Araştırmadanelde edilen bulgulara göre; katılımcı öğretmenler sınıfta ödül ve cezauygulamalarını, kendilerinin uygun gördükleri ölçütlere görekullanmaktadırlar. Öğretmenler ödül ve cezayı kullanırken planlananındışında beklenmedik sorunlarla karşılaşmaktadırlar. Sınıflardakullanılan ödül ve ceza uygulamaları, genellikle bireye yönelik olmayıpsınıftaki tüm öğrencilerin aynı beklentiyi karşılamasına yönelikolmaktadır. Sınıflarda bu şekilde tüm öğrencilerin aynı beklentiye göreödüllendirildiği veya cezalandırıldığı durumlar; sınıf içinde ödül alan, ödül alamayan ve ceza alan öğrenci boyutlarıyla değerlendirildiğindefark edilmeyen sıkıntıların oluşmasına yol açmaktadır. Çalışmasonucunda ödül ceza uygulamalarının istendik davranışkazandırmadaki bazı olumlu etkileri görülmüştür. Bu olumlu etkilerindaha çok duyuşsal alan özelliklerinin ilk aşaması olan merakuyandırma, motivasyon sağlama yönünde olduğu görülmüş, bununlabirlikte bunları sağlarken bazı istenmeyen değerlerin ortaya çıkmasınasebep olduğu da görülmüştür. Çalışma kapsamında ele alınan merakuyandırma, motivasyon sağlama ile başlayan duyuşsal alan özellikleri,ileri aşamalarda tutum geliştirme, değer oluşturma, öz denetim sağlamaşeklinde uzun vadede kalıcı olması beklenen ve içselleştirilmeye ihtiyaçduyulan kazanımlardır. Bulgular sonucunda sınıflarda kullanılan ödülceza uygulamalarının bu konuda yetersiz kaldığı hatta yanlış kullanımdurumlarında uzun vadede kalıcı zararlar oluşturabileceğidüşünülmektedir. Öğretmenler ödül ve ceza uygulamaları yerine farklıçalışmaların öğrencilerde daha uzun vadede kalıcılığı sağlayacağınıdüşünmektedirler. Bunlardan başlıcaları “örnek olma, farklı öğretimyöntem tekniklerini kullanma ve somut yaşantılar sunma” şeklindedir.Çalışma sonucunda elde edilen bulgular doğrultusunda öğretmenlere,araştırmacılara ve yetkili birimlere önerilerde bulunulmuştur.
One of the methods that teachers use most in their classrooms is_x000D_ reward-punishment practices in order to increase the students' course_x000D_ success, to gain students desired behaviors, and to provide classroom_x000D_ organization and discipline._x000D_ The aim of this study is to evaluate the reward and punishment_x000D_ practices used in the classroom in terms of affective domains of_x000D_ students according to the teachers’ opinions. This study is conducted_x000D_ based on a case study method, which is a qualitative research method._x000D_ The study group is to consist of 11 teachers working in the schools_x000D_ under the Istanbul Provincial Directorate of National Education, who_x000D_ are 4 preschool teachers, 4 (primary school) classroom teachers and 3_x000D_ Psychological Counseling and Guidance experts. Their teaching_x000D_ experience varies between 2 and 20 years. Participants were selected by_x000D_ using the criterion sampling method, one of the purposive sampling_x000D_ methods. It was used semi-structured interview technique in the study._x000D_ The data obtained from the interviews were analyzed by using_x000D_ descriptive analysis technique. According to the findings obtained from_x000D_ the research, participant teachers are to use reward-punishment_x000D_ practices in the class according to their own criteria. Teachers face_x000D_ unexpected problems outside of the plan while using the reward and_x000D_ punishment. The reward punishment practices used in the classrooms_x000D_ are generally not for an individual but they are for meeting the same expectation from all students in the classroom. In this way, the_x000D_ situations in which all students are rewarded or punished according to_x000D_ the same expectation lead to problems that are not recognized when_x000D_ they are evaluated in terms of the students who receive rewards in the_x000D_ class, who cannot receive rewards and are punished. As a result of the_x000D_ study, it is seen that reward punishment practices have some positive_x000D_ effects on the formation of desired behaviors. It has been seen that_x000D_ these positive effects are mostly related to arousing the curiosity and_x000D_ providing the motivation which is the first stage of the affective domain_x000D_ features. However, it has also been seen that some undesirable values_x000D_ may occur while providing them. In the scope of the study, affective_x000D_ domain features starting with arousing curiosity and providing_x000D_ motivation are the objectives which are needed to be internalized and_x000D_ expected to be permanent in the long term, in the shape of attitude_x000D_ development, creating value, providing self-control in the advanced_x000D_ stages. As a result of the findings, it is thought that the rewardpunishment practices used in the classrooms are insufficient in this_x000D_ regard and even may cause permanent damages in the long-term in_x000D_ case of misuse. Teachers think that different applications instead of_x000D_ reward and punishment practices will provide longer-term persistence_x000D_ in students. The main ones of them are “setting a good example, using_x000D_ different teaching method-techniques and presenting experiences”. Based_x000D_ on the findings obtained, it has been made suggestions to teachers,_x000D_ researchers and authorities.
One of the methods that teachers use most in their classrooms is_x000D_ reward-punishment practices in order to increase the students' course_x000D_ success, to gain students desired behaviors, and to provide classroom_x000D_ organization and discipline._x000D_ The aim of this study is to evaluate the reward and punishment_x000D_ practices used in the classroom in terms of affective domains of_x000D_ students according to the teachers’ opinions. This study is conducted_x000D_ based on a case study method, which is a qualitative research method._x000D_ The study group is to consist of 11 teachers working in the schools_x000D_ under the Istanbul Provincial Directorate of National Education, who_x000D_ are 4 preschool teachers, 4 (primary school) classroom teachers and 3_x000D_ Psychological Counseling and Guidance experts. Their teaching_x000D_ experience varies between 2 and 20 years. Participants were selected by_x000D_ using the criterion sampling method, one of the purposive sampling_x000D_ methods. It was used semi-structured interview technique in the study._x000D_ The data obtained from the interviews were analyzed by using_x000D_ descriptive analysis technique. According to the findings obtained from_x000D_ the research, participant teachers are to use reward-punishment_x000D_ practices in the class according to their own criteria. Teachers face_x000D_ unexpected problems outside of the plan while using the reward and_x000D_ punishment. The reward punishment practices used in the classrooms_x000D_ are generally not for an individual but they are for meeting the same expectation from all students in the classroom. In this way, the_x000D_ situations in which all students are rewarded or punished according to_x000D_ the same expectation lead to problems that are not recognized when_x000D_ they are evaluated in terms of the students who receive rewards in the_x000D_ class, who cannot receive rewards and are punished. As a result of the_x000D_ study, it is seen that reward punishment practices have some positive_x000D_ effects on the formation of desired behaviors. It has been seen that_x000D_ these positive effects are mostly related to arousing the curiosity and_x000D_ providing the motivation which is the first stage of the affective domain_x000D_ features. However, it has also been seen that some undesirable values_x000D_ may occur while providing them. In the scope of the study, affective_x000D_ domain features starting with arousing curiosity and providing_x000D_ motivation are the objectives which are needed to be internalized and_x000D_ expected to be permanent in the long term, in the shape of attitude_x000D_ development, creating value, providing self-control in the advanced_x000D_ stages. As a result of the findings, it is thought that the rewardpunishment practices used in the classrooms are insufficient in this_x000D_ regard and even may cause permanent damages in the long-term in_x000D_ case of misuse. Teachers think that different applications instead of_x000D_ reward and punishment practices will provide longer-term persistence_x000D_ in students. The main ones of them are “setting a good example, using_x000D_ different teaching method-techniques and presenting experiences”. Based_x000D_ on the findings obtained, it has been made suggestions to teachers,_x000D_ researchers and authorities.