Abstract:

In this study, teachers’ characteristics, approaches, basic problems and suggestion dimensions have been examined in relation to the classroom management concept from the class president’s perspective in secondary schools. In a study to determine students’ opinions, a descriptive analysis was used. Thirty samples of the study were selected in secondary schools from Afyonkarahisar in the year 2010-2011. A questionnaire with four open-ended questions was used. Categories were formed by researchers through the comparison of similarities and differences between statements of class presidents. As a result of the study, teacher qualities for an efficient classroom management have been determined as ‘characteristic features’, teacher approaches to the classroom’ and ‘communication with students.‘ This study demonstrates that class presidents have four expectations that are appropriate to precautionary, developmental, holistic and reactive approaches of teachers. Furthermore, from the class presidents’ perspective, teachers most frequently uncounted problems are students’ differences, preparing lessons, and national school exams. Students also give suggestions to teachers about class time, out of class time, and cooperation with parents

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