Abstract:

Studies based on observational data on pre-school class management show that teachers prefer disciplinary approaches to ensuring control in their classes. Thomas GORDON (1918-2002) claims that the preventive and educational discipline should dominate in classes, which clearly reflect the humanist approach model. A class management that tries to provide self-discipline in pre-school classes, which is the period in which the first experience is acquired, must be mastered. In this regard, this research was done with the aim of examining the perception and experience of the disciplinary problems faced by the pre-school teachers in class management from the disciplinary models, addressing the practices of a teacher in the context of the Teacher Effectiveness Education Model (ÖEE). For this purpose, observations were made on various dates in the classroom. After the observations were completed, the interview was conducted in order to learn the teacher's perception of class management.  The qualitative data collected as a result of the observations and interviews were analyzed by the method of content analysis. The study results have assessed the teachers’ class management practices in the context of the OEE approach and found that the teachers’ disciplinary approach is close to the Trusted Disciplinary Model assessed in behavioral approaches in many aspects.