Classroom Management in the 2000s: Refik BALAY

The study was prepared as a summary of the book of Refik BALAY entitled ?Classroom Management in the 2000s?. There are eleven chapters in the book. The first chapter is called classroom management, the second chapter is the first days and impressions in the classroom, the third chapter is arranging the classroom environment, the fourth chapter is the sources of undesired behaviours, the fifth chapter is the techniques of managing undesired behaviours, the sixth chapter is constructive discipline in the classroom, the seventh chapter is changing the behaviour: rewards and punishments, the eighth chapter is the leadership role and behaviours of teachers in the classroom, the ninth chapter is the management of difficult students in the classroom, the tenth chapter is the spirit of the teaching profession: seven basic virtues, and the eleventh chapter is called harmful emotions and ways of coping with them in the teaching profession. The first chapter entitled classroom management is divided into the sub-headings of the definitions, principles and models of classroom management. Some of the sub-headings of the second chapter entitled the first days and impressions in the classroom are taking students inside, greeting them, sitting, starting, teaching the lesson, getting to know the student by monitoring each moment of the class, taking students out, and emptying the classroom. The third chapter, arranging the classroom environment, examines the sub-headings of arranging the physical environment, physical environment factors, planning the classroom environment, classroom layout, arranging the social environment, arranging the learning and teaching activities, effective time management, and teaching development. Features of an undesired behaviour, reasons for undesired behaviours, social reasons, past experiences, the disruption of the perception of the classroom balance, teacher-related causes, student-related causes, curriculum-related causes, and teaching method-related causes are explained in the fourth chapter that is characterised by the name of the sources of undesired behaviours. The techniques of managing undesired behaviours are examined in the fifth chapter under the headings of the techniques of managing superficial behaviours, ignoring, restructuring, using light control techniques, using signs, closeness control, using verbal warnings, reminding the rules, reminding the results, etc. Using positive reinforcers rather than negative reinforcers, changing the reinforcers, expressing the expectations clearly and intelligibly, applying the rules in general and discipline in private, being aware of the effects of non-verbal communication, avoiding confronting the student, and avoiding physical interventions are mentioned in the sixth chapter entitled constructive discipline in the classroom. Defining the behaviour, observing, rewarding, the benefits of data collection in observation, and the evaluation of the behaviour are covered by the seventh chapter of changing the behaviour under the sub-headings of rewards and punishments. Autocratic (imperious), democratic (non-imperious), indifferent (leaving alone) teachers by their leadership roles; isolating the conflict (constructive), provoking the conflict (error hunter) by their behaviours; over-reactive, reactive teachers by their expectations are covered by the eighth chapter entitled the leadership role and behaviours of teachers in the classroom. Some of the sub-headings of the ninth chapter, the management of difficult students in the classroom, are mascot student, discredited student and sabotaging student. The tenth chapter entitled the spirit of the teaching profession: seven basic virtues examines the concept of virtue, virtuous school, seven basic virtues in education, honesty, courage, respect, justice, grace, the art of learning and teaching virtue. The eleventh chapter examines harmful emotions and ways of coping with them in the teaching profession. Among the topics of the relevant chapter are worry, conflict, coping with negative emotions, getting support from other teachers, and being cautious.