Özet:

At faculty of education a lot of theoretical information is conveyed to undergraduate students and pedagogical formation students at different classes about their communication and guidance with their own students and about what to do and what not to do in order to develop positive attitude and behavior when they become teachers. These issues are underlined intensely especially during the classroom management class. However the impact of a teacher upon their student is strengthened by becoming a role model. In other words, it is common knowledge that a teacher who acts in accordance with their statements will influence their students more, enabling them to reach their goal easier. At this point, the classroom management skills academicians working at faculties of education display towards preservice teachers become even more important. One of the important factors about achieving success at education is for the teacher who plays the role of the classroom manager to implement the management processes in a successful way. Classroom management skills are included within the framework of general management skills. Processes such as planning, coordination, organisation, communication, decision making, punishment and reward, etc. are also necessary for classroom management. Teacher’s success in these processes will determine the success of the training they conduct with their students. A great deal of teacher’s behavior regarding classroom management will be displayed at verbal communication with their students. The answer to the question “How good can the academicians exhibit the classroom management skills the preservice teachers –who are students themselves now- will need when they become teachers?” is an object of curiosity. The purpose of this study is to evaluate how the preservice teachers perceive the classroom management skills of the faculty of education academicians teaching their classes. This study was conducted at 2015-2016 spring term with 788 students randomly chosen from all departments of 4th grades and pedagogical formation program at Trakya University Faculty of Education. As the data collection tool, “Classroom Management Verbal Skills Scale” prepared by the researches was used. The scale consists of quartet graded 25 items. The scale consisting of 4 factors, with 2 positive and 2 negative values, has been identified to be valid, reliable and usable. The extents of the scale are these: Positive Personal Feedback, Avoidance of Negative Group Feedback, Supportive Feedback. T test for the analysis of the data, Post hoc for variance analysis and to determine the source of the difference and LSD techniques for analysis have been used.

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