Özet:

Problem: There can be found some relations between education and social, cultural, economic and technological issues. Thus, everybody lives by rules. In classrooms, teachers need rules to provide the interaction. Research Aim: In this survey, it was aimed to determine and compare the elementary and branch pre-service teachers’ opinions about determining and performing classroom rules. Methods: This survey was conducted in the 2006–2007 academic year with the students who had taken the course of Classroom Management at the Department of Education at Uludag University. A total of 122 pre-service teachers among whom 61 were elementary pre-service teachers and 61 were branch pre-service teachers participated. The “Elementary and Branch Pre-Service Teachers’ Opinions about Determining and Performing Classroom Rules” questionnaire was used as the data gathering tool in the study. The questionnaire consists of 14 questions. In the analysis of data, the percentage, frequency and chi-square were used . Results: The results of the study showed that the elementary and the branch pre-service teachers would establish the classroom rules during the first few weeks of an academic year. The elementary and branch pre-service teachers would establish rules about obtaining permission before starting to talk, taking care of classroom and environment cleaning, not making noise and telling the truth. However, some differences were found between the elementary and branch pre-service teachers. The branch pre-service teachers are more inclined to write and send rules to students’ parents than the elementary pre-service teachers are. In addition, the branch pre-service teachers would prefer more often than the elementary pre-service teachers would that department teachers determine the classroom rules and they are more open to adopt and perform the rules which are already performed efficiently in other classes. Nevertheless, the elementary pre-service teachers seem more inclined to compose classroom rules in consideration of parents’ opinions, expectations and desires. Discussion: The results of this study suggest that the students displaying misbehavior, which is acquired in family and environment and exhibited in classrooms, and having students from different environments in the same classroom create the problems in maintaining rules. The elementary and branch pre-service teachers, who study in the Departments of Education, may do projects about classroom management in their school experience courses. Thanks to that, they would not encounter that many types of misbehavior. Some new studies can be made with the aim of improving the communication between schools and Departments of Education

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