Volume 6, Issue 6, November 2017, Pages: 207-214
Received: Dec. 8, 2017;
Accepted: Dec. 27, 2017;
Published: Dec. 28, 2017
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Emine Saklan, Faculty of Education, Department of Educational Sciences, Gaziosmanpasa University, Tokat, Turkey
Aysun Erginer, Faculty of Education, Department of Primary Education, Nevsehir Haci Bektas Veli University, Nevsehir, Turkey
The purpose of this study was to evaluate classroom management experiences with Syrian refugee students from the perspective of teachers. The study has a qualitative design and uses the case study method. The study group of this research was teachers in primary and middle schools in the central district of Tokat province who taught Syrian refugee students who had been forced to migrate to Turkey. This research found that most of the teachers' classroom management experiences with Syrian refugee students had negative aspects, and that the teachers stressed their linguistic challenges. It was found that refugee students’ pronunciation problems had caused them to be ridiculed. Teachers stated that they did not know what to do when they encountered with communication problems with these students. A variety of events (in-class activities, school trips, etc.) should be planned to prevent the other students from being biased against the Syrian refugee students and enable both groups to be integrated. Teachers’ awareness on how to behave with Syrian refugee students should be raised through the in-service training.
Classroom Management Experiences with Syrian Refugee Students, Education Journal.
Vol. 6, No. 6,
2017, pp. 207-214.
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