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.
| Published in | Education Journal (Volume 6, Issue 6) |
| DOI | 10.11648/j.edu.20170606.17 |
| Page(s) | 207-214 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2017. Published by Science Publishing Group |
Migration, Syrian Refugee Students, Classroom Management
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APA Style
Emine Saklan, Aysun Erginer. (2017). Classroom Management Experiences with Syrian Refugee Students. Education Journal, 6(6), 207-214. https://doi.org/10.11648/j.edu.20170606.17
ACS Style
Emine Saklan; Aysun Erginer. Classroom Management Experiences with Syrian Refugee Students. Educ. J. 2017, 6(6), 207-214. doi: 10.11648/j.edu.20170606.17
AMA Style
Emine Saklan, Aysun Erginer. Classroom Management Experiences with Syrian Refugee Students. Educ J. 2017;6(6):207-214. doi: 10.11648/j.edu.20170606.17
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Download@article{10.11648/j.edu.20170606.17,
author = {Emine Saklan and Aysun Erginer},
title = {Classroom Management Experiences with Syrian Refugee Students},
journal = {Education Journal},
volume = {6},
number = {6},
pages = {207-214},
doi = {10.11648/j.edu.20170606.17},
url = {https://doi.org/10.11648/j.edu.20170606.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170606.17},
abstract = {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.},
year = {2017}
}
TY - JOUR T1 - Classroom Management Experiences with Syrian Refugee Students AU - Emine Saklan AU - Aysun Erginer Y1 - 2017/12/28 PY - 2017 N1 - https://doi.org/10.11648/j.edu.20170606.17 DO - 10.11648/j.edu.20170606.17 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 207 EP - 214 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20170606.17 AB - 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. VL - 6 IS - 6 ER -
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