Research Article
Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors

Fatma Sadik

3923 2342

Article Metrics

Views

 

3923

Downloads

 

2342

Citations

Crossref

0

Scopus

8


Sadik. Children and discipline: investigating secondary school students’ perception of discipline through metaphors. European J Ed Res. 2017;7(1):31-44. doi: 10.12973/eu-jer.7.1.31
Sadik, F. (2017). Children and discipline: investigating secondary school students’ perception of discipline through metaphors. European Journal of Educational Research, 7(1), 31-44. https://doi.org/10.12973/eu-jer.7.1.31
Sadik Fatma. "Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors," European Journal of Educational Research 7, no. 1 (2017): 31-44. https://doi.org/10.12973/eu-jer.7.1.31
Sadik, 2017, 'Children and discipline: investigating secondary school students’ perception of discipline through metaphors', European Journal of Educational Research, vol. 7, no. 1, pp. 31-44. Sadik, Fatma. "Children and Discipline: Investigating Secondary School Students’ Perception of Discipline through Metaphors." European Journal of Educational Research, vol. 7, no. 1, 2017, pp. 31-44, https://doi.org/10.12973/eu-jer.7.1.31.

Abstract

This is a descriptive study investigating the perception of children about discipline through metaphors developed by them. A total of 445 students participated in the research and the data was collected with the “Discipline Metaphors Survey (DMS)” developed by the researchers. At the end of the study, 143 metaphors, 94 positive and 49 negative, about discipline were gathered. The participating children mostly perceived discipline as a phenomenon guiding their behavior, maintaining the order, and as being necessary for the social life. Learning and development, self-control, protection mechanism, planned and ordered study, as well as collaboration are further positive perceptions of discipline. Negative metaphors, on the other hand, were usually power and control oriented and the discipline committee was described as the ultimate authority entity. Based on the students’ views, discipline was provided through classroom rules and for misbehavior the teachers tended to use warnings, shouting/scolding and punishment. School rules, dress code as well as prohibited product checks at the entrance of the school, the Discipline Committee and discipline rules were reported as the most common practices of discipline in school. Most of the students who thought that punishment is necessary for discipline stated that the punishment should not involve physical violence and that it should be reasonable. Further expectations of the students found in the study included warning without shouting, doing enjoyable activities to address individual differences, informing everybody about the rules. Children’s perception about discipline was usually affected by their teachers followed by their family and the school administration respectively.

Keywords: Discipline, secondary school, student, metaphor


References

Akturan, U. & Esen, A. (2008). Fenomenoloji [Phenomenology]. In T. Bas & U. Akturan (Ed.), Nitel Arastirma Yontemleri [Qualitative Research Methods] (p. 83-98). Ankara, Turkey: Seckin Yayincilik.

Arwood- Barton, S., Morrow, L., Lane, K., & Jolivette, K. (2005). Project improve: Improving teachers’ ability to address students’ social needs.  Education and Treatment of Children, 28(4), 430-443.

Astor, R. A., Behre, J., Fravil, A., & Wallace, J. M. (1997). Perceptions of school violence as a problem and reports of violent events: A national survey of school social workers. Social Work, 42(1), 55-68.

Boyaci, A. (2009). Ilkogretim ogrencilerinin disipline, sinif kurallarina ve cezalara iliskin goruslerinin karsilastirmali incelenmesi (Turkiye-Norvec ornegi) [Comparative investigation of the elementary school students’ opinions about discipline, class rules and punishment (Turkey-Norway Case)]. Kuram ve Uygulamada Egitim Yonetimi, 15(60), 523-553.

Brophy, J.E. (1983). Classroom organization and management. The Elementary School Journal, 83(4), 265-285.

Burden, P. E. (1995). Classroom management and discipline, methods to facilitate cooperation and instruction. USA: Longman Publishers.

Casella, R. (2003). Zero tolerance policy in schools: Rationale, consequences, and alternatives. Teachers College Record, 105, 872-892.

Charles, C. M. (1998). Building classroom discipline (6th Ed.). New York: Pearson; Allyn & Bacon Publishes.

Cropley, A. (2002). Qualitive research methods: An introduction for students of psychology and education. University of Latvia: Zinatne.

Cankaya, I., & Canakci, H. (2011). Sinif ogretmenlerinin karsilastiklari istenmeyen ogrenci davranislari ve bu davranislarla basa cikma yollari [Undesirable student behaviors faced by classroom teachers and ways of coping with this behaviors].Turkish Studies, 6(2), 307-316. doi number: http://dx.doi.org/10.7827/TurkishStudies.2188.

Celikkaleli, O., & Inandi, Y. (2012). Ilkogretim ogretmenlerinde disiplin anlayisi ve kisiler arasi iliskiye yonelik yetkinlik inancinin incelenmesi [Discipline approaches and interpersonal self-efficacy on elementary school teachers]. Pegem Egitim ve Ogretim Dergisi, 2(2), 15-28.

Cetin, B. (2013). Sinifta istenmeyen ogrenci davranislariyla ilgili sinif ogretmenlerinin karsilastiklari sorunlar ve cozum onerileri  [Problems that class teachers faced in the classroom related to undesired behaviors and their solutions]. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 14(1), 255-269.

Ding, M., LI, Y., Li, X., & Kulm, G. (2008). Chinese teacher’s perceptions of students’’ classroom misbehaviour. Educational Psychology, 28(3), 305-324. Doi Number: http://dx.doi.org/10.1080/01443410701537866

Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching, (pp.392-431 ), New York: Mc. Millan.

Duman, T., Cetin, S., & Gelisli, Y. (2004). Ortaogretim ogrencilerinin, ogretmenlerin sinifta disiplini saglama yaklasimlarina iliskin gorusleri [Opinions of secondary school students on teachers' approaches to providing discipline in the class]. Turk Egitim Bilimleri Dergisi. 2(3), 281-290.

Edwards, C. H. (1993). Classroom discipline and management. Newyork: Macmillan Publishing Company.

Ekici, R., & Ekici, A. (2014). Sinif yonetiminde istenmeyen ogrenci davranislarinin ilkokul ve ortaokullarda karsilastirmali incelenmesi [Investigating the students’ misbehavior in classroom management in state primary schools and secondary schools with a comparative approach]. Ekev Akademi Dergisi, 59, 107-118.

Farmer, G. L. (1999). Disciplinary practices and perceptions of school safety. Journal of Social Service Research, 26(1), 1-38.  doi Number:10.1300/J079v26n01_01

Haroun, R., & O'Hanlon, C. (1997). Do teachers and students agree in their perception of what school discipline is? Educational Review, 49(3), 237-250.  doi Number: 10.1080/0013191970490303

Hemde, A. (2010). Ilkogretim okullari 1-5. siniflarda karsilasilan disiplin sorunlari ve cozum yontemleri konusunda sinif ogretmenlerin gorusleri ve tutumlari uzerine bir arastirma [A research about attitude and views of classroom teachers related to seen discipline problems at primary education schools 1-5 year classes and resolution methods]. (Unpublished master thesis). Selcuk Universitesi, Konya.

Humphreys, T. (1998). Disiplin nedir? ne degildir? [A different kind of discipline]. (B. Celik, Trans.). Istanbul: Epsilon Yayincilik.

Infantino, J., & Little, E.  (2005). Students’ perceptions of classroom behaviour problems and the effectiveness of different disciplinary methods. Educational Psychology, 25(5), 491-508. doi: 10.1080/01443410500046549

Johansen, A., Little, S. G.,& Akin-Little, A. (2011). An examination of New Zealand teachers’ attributions and perceptions of behavior, classroom management, and the level of formal teacher training received in behavior management. Kairaranga, 12(3),  3-12.

Karahanci, E. (2013). Sinif ogretmenlerinin ogrencilerin dusuk duzeyde istenmeyen davranislarina yonelik tepkilerinin nitel bir analizi (Kars ili ilkogretim okullari ornegi) [A qualitative analyze of the responds made by classroom teachers to minor misbehaviors of students]. (Unpublished master thesis). Ankara: Hacettepe Universitesi.

Kazu, H. (2007). Ogretmenlerin sinifta istenmeyen davranislarin onlenmesi ve degistirilmesine yonelik stratejileri uygulama durumlari [Examination of teachers' strategies for preventing and changing misbehaviors in class]. Milli Egitim, 175, 57-66.

King, N. J., Gullone, E., & Dadds, M. R.  (1990). Student perceptions of permissiveness and teacher-instigated disciplinary strategies. British Journal of Education Psychology, 60, 322 – 329.

Kiptala, W.K.,  Okero, R,  B. O., & Kipruto, J. (2011).  Student’s perception of discipline and authority. A case of secondary schools in Taita-Taveta County, Kenya. International Journal of Current Research, 3(8),  068-073.

Konti, F. (2011). Teachers and students perceptions towards teachers classroom management applications in primary schools. Procedia Social and Behavioral Sciences, 15, 4093–4097.

Kulinna, P. H. (2007-2008). Teachers’ attributions and strategies for student misbehavior. Journal of Classroom Interaction, 42, 21-30.

Kyriacou, C., & Martín, J. L. O. (2010). Beginning secondary school teachers’ perceptions of pupil misbehavior in Spain. Teacher Development, 14(4), 415-426.

Lakoff, G., & Johnson, M. (2005). Metaforlar, hayat, anlam ve dil [Metaphors we live by]. (Translation. G. Y. Demir). Istanbul: Paradigma Yayinlari.

Levis, R., Shlomo, R., Yaacov, J. Q. Xing (2008). Students’ reaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education, 24(3), 715-724.

Lewis, R. (2001). Classroom discipline and student responsibilty. the students view. Teaching and Teacher Education, 17, 307–309.

Little, E. (2005). Secondary school teachers’ perceptions of students’ problem behaviors. Educational Psychology, 25, 369–377.

Martin, A., Linfoot, K. & Stephenson J. (1999). How teachers respond to concerns about misbehavior in their classroom. Psychology in the Schools, 36(4), 347–358.

McMasters, C. (2002). Student and teacher perceptions of discipline at the middle school level. (Unpublished master thesis). University of Wisconsin- Stout Menomonie.

Mensah, G. A (2009). Examination of students’ views on improving discipline in teacher training colleges: Implications to guidance and counseling. (Unpublished master thesis). Cape Coast: University of Cape Coast.

Moreno, J. A., Cervelló, E., & Martínez Galindo, C. (2007). Perception of discipline according to gender, type of school, sport activity and interest in physical education in Spanish students. International Journal of Applied Sports Sciences, 19(2), 35‐49.

Neff, K. D., & Helwig, C. C. (2002). A constructivist approach to understanding the development of reasoning about rights and authority within cultural contexts. Cognitive Development, 17, 1429-1450.

Oliver, R. M., Wehby, J.H., &  Reschly, D.J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 2011:4. Retrieved from http://dx.doi.org/10.4073/csr.2011.4

O'Neil, S., & Stephenson, J. (2013). One year on: first-year primary teachers' perceptions of preparedness to manege misbehaviour and their confidence in the strategies they use. Australasian Journal of Special Education, 37(2), 125-146.

Oz, E. Z., & Sadik, F. (2015). Ortaokul ogretmenleri ve ogrencilerinin disiplin problemleri ve bas etme stratejilerine yonelik gorus ve beklentileri [Secondary school teachers and students’ views and suggestions regarding discipline problems and strategies to cope with them]. The Journal of Academic Social Science, 3(18), 151-189. doi Number :http://dx.doi.org/10.16992/ASOS.828.

Pala, A. (2005). Sinifta istenmeyen ogrenci davranislarini onlemeye donuk disiplin modelleri [Models of the discipline to prevent misbehaviors in the class]. Manas Universitesi Sosyal Bilimler Dergisi, 13, 171-179.

Scarlett, L. (1997). Do teachers and students agree in their perception of what school discipline is? Educational Review, 49(3), 237-251.

Sadik, F., & Aslan, S. (2015). Ilkokul sinif ogretmenlerinin disiplin problemleri ile ilgili goruslerinin incelenmesi [An investigation of the elementary school classroom teachers’ views regarding discipline problems]. Turkish Studies, 10 (3), 115-138. doi Number: 10.7827/ Turkish Studies.7585/Ankara-Turkey.

Sadik, F. (2008). Istenmeyen davranislarla bas etme stratejilerinin ogretmen ve ogrenci goruslerine gore incelenmesi [The investigation of strategies to cope with students’ misbehaviors according to teachers and students’ perspectives]. Ilkogretim-Online, 7(2), 232-251.

Senemoglu, N. (2013). Gelisim, ogrenme ve ogretim [Development, learning and teaching]. Ankara: Yargi Yayinevi.

Skiba, R. J. (2014). The failure of zero tolerance. Journal of Emotional and Behavioral Problems: Reclaiming Children and Youth, 22(4), 27-33.

Sun, R.C. F., & Shek, D.T.L. (2012). Student classroom misbehavior: An exploratory study based on teachers’ perceptions. The Scientific World Journal, 2012, 1-8. doi Number:10.1100/2012/208907.

Sahin, S., & Arslan, M.C. (2014). Ogrenci ve ogretmen goruslerine gore istenmeyen ogrenci davranislarina karsi kullanilan ogretmen stratejilerinin ogrenciler uzerindeki etkileri [The effects of teacher strategies used against undesirable student behaviours on students according to student and teacher opinions]. Turkish Studies, 9 (2),  1399-1415. Doi Number: 10.7827/TurkishStudies. 6103.

Sahin, I., & Altunay, U. (2011). Ilkogretim okulu ogretmenlerinin sinif yonetimi davranislari [Primary school teachers’ classroom management behaviors]. Ilkogretim Online, 10(3), 905-918.

Tulley, M., &  Chiu, L. H. (1998). Children perceptions of the effectiveness of classroom discipline techniques. Journal of Instructional Psychology, 25(3), 189- 197.

Tulley, M., & Chiu, L. H. (1997). Student preferences of teacher discipline styles. Journal of Instructional Psychology, 24(3), 168-175.

Turhan, M., & Yaras, Z. (2013). Ogretmen ve ogrencilerin ogretmen, disiplin, mudur, sinif kurallari, odul ve ceza kavramlarina iliskin metafor algilari [Teachers’ and students’ metaphorical perceptions related to teacher, discipline, principal, classroom rules, reward and punishment]. Firat Universitesi Sosyal Bilimler Dergisi, 23(1), 129-145.

Ugurlu, C.T., Dogan, S., Sofortakimci, G., Ay, D., & Zorlu, H. (2014). Ogretmenlerin sinif ortaminda karsilastiklari istenmeyen davranislar ve bu davranislarla bas etme stratejileri [Undesirable behaviors faced by teachers in classroom environment and coping strategies with these behaviors]. Turkish Studies, 9(2),   577-602. doi Number: 10.7827/ Turkish Studies.6175/Ankara-Turkey.

Wallace, J. M., Jr., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among US high school students: 1991–2005. The Negro Educational Review, 59, 47-62.

Weber,  W. A. (2003). Classroom management. In J. M. Cooper (Ed.), Classroom teaching skills (6th Ed.), (pp. 222–265). New York: Houghton Mifflin Company.

Wolfgang, H. C. (1995). Solving discipline and classroom management problems: Methods and models for today’s teachers.  (3rd Ed.). USA: John Wiley & Sons, Inc.

Yavuzer, H. (2003). Cocugu tanimak ve anlamak [Recognize and understand child]. Istanbul: Remzi Kitabevi Yayini.

Yavuzer, H. (1986). Ana baba ve cocuk [Parent and child]. Istanbul: Remzi Kitapevi.

Yildirim, C. (2012). Sinif ogretmenlerinin siniflarinda sergiledikleri davranislar [Class management mentality used by class teachers]. Mehmet Akif Ersoy Universitesi Sosyal Bilimler Enstitusu Dergisi. 4(7), 119-140.

Yildirim, A., & Simsek, A. (2011). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods for the social sciences]. Ankara: Seckin Yayinevi.

Yildiz, B. (2006). Sinif ogretmenlerinin istenmeyen davranislarda kullandiklari onleyici yaklasimlar ve bu yaklasimlarin etkililigine iliskin ogretmen ve ogrenci gorusleri [Opinions of teachers and students related to the misbahaviors and preventive approaches and effectiveness of these approaches] (Unpublished master thesis)Abant Izzet Baysal Universitesi, Bolu, Turkey.