A PPROACHES TO LEARNıNG ıN THE EYE OF TEACHERS AND STUDENTS Serik High School – Antalya / Turkey

W HAT HAVE WE DONE FOR GETTıNG ıNFORMATıON ABOUT THE METHODS / TECHNıQUES OUR TEACHERS USE ? We have applied a questionnaire to 22 different teachers who have these subjects (2 teachers for each subject): - Maths - Literature - Philosophy - Physics - History - Biology - English - Geography - Physical Training - Chemistry - Religious Cultures - Visual Arts - Music

The ages of our teachers vary from 25 to 55. So the results contain each experience-level. The questionnaire for teachers consists of 4 parts: Planning teaching activities Teaching Strategies focused on student differences Student analysis Shortages/drawbacks/handicaps in professional environment

R ESULTS FROM THE QUESTTıONNAıRE FOR TEACHERS …

P ART 1: P LANNING TEACHING ACTIVITIES 80 % of the teachers think that real life/case studies are highly important for planning curriculum Making students more active than teachers in curricular activities during courses are highly important ( 75 % of teachers agree). By the same token, 80% of teachers believe that teachers being active (as a leader) as a knowledge transmitter is not necessarily needed. Common characteristics of students should be considered in planning level. (60% of teachers)

P ART 2: T EACHING STRATEGIES FOCUSED ON STUDENT DIFFERENCES 45% of teachers pre-assess their students present knowledge, skills and interests 90% of teachers agree that using individual learning and group work in the same course is useful 70% of teachers prefer team work or pair work activities in their classes Alternative ways for students to submit their products are important in terms of their differences (80% of teachers)

P ART 3: T EACHERS THıNK ABOUT THEIR STUDENTS … can deal with group work (85 %) study systematically (50 %) are enthusiastic about new knowledge (60 %) have a high motivation for joining socio-cultural activities (65 %) enjoy activities which increase general knowledge (40 %)

P ART 4: SHORTAGES / DRAWBACKS / HANDICAPS IN TEACHING PROFESSION 95 % of teachers think that working hours are excessive (25-30 courses per week) 90 % of teachers cant find enough time and energy for personal development 95 % of teachers believe that nationally-centered curriculum ignores students differences 70 % think that in-service training activities are not enough 60 % complain about unavailability of subject classrooms (i.e. English classroom, Literature classroom, Geography classroom, etc.)

Q UESTıONNAıRE FOR STUDENTS 3 grades are included (30 students from each grade-in total 90 students) 9th grade is ignored because of being freshmen (not familiar to high school)

S IGNIFICANT POINTS FROM STUDENTS QUESTIONNAIRE Availability and Communication 60 % say they can contact with administrators and teachers easily 65 % say they can communicate and express themselves to the teachers and administrators easily

Credibility 85 % trust their teachers in class management and content knowledge 75 % trust management skills of school administrators

Security 80 % think security preventions and practices are enough

Participating in Decision-Making 65 % think theyre applied for their remarks on school management and organisation 75 % believe they participate in standard curriculum hours

Education and Training Activities 85 % believe that lessons are taught suitable for their levels 75 % think they can use the knowledge and skills they gathered at school in their later lives. 45 % think that instruments such as computer, maps, overhead projectors are not used sufficiently 90 % find professional guidance for post-graduation useful. % 70 believe they get enough support in psychological counseling for personal problems

Break Time 20 % think that break time (5 mins) is enough Physical conditions 50 % think school is clean and well-kept 30 % think that social areas can be used for extracurricular purposes Students Cafeteria 70 % think that the cafeteria is clean and healthy 40 % think that the prices are normal

Socio-cultural and sports activities 60 % think socio-cultural activities are efficient at school 70 % attend socio-cultural activities organized by school willingly 45 % believe that socio-cultural opportunities at school improve their skills

Evaluation 85 % think that their academic success is awarded 80 % believe that their teachers are objective 70 % believe that administrators and teachers are impartial when they punish

C OMMON R ESULTS OF QUESTıONNAıRES Negative Aspects Crowded school (around 1400 students) Unavailablity of subject classes Short break time Inadequate recreation and social activities areas Unsufficient janitors Long and tiring working hours

Positive Aspects Smart boards 30-student classes (compared to the other high schools) Teachers high motivation for extracurricular activities Teachers initiative to flexible teaching programs in addition to national-centered curriculum which can not satisfy the needs Many selective courses R ESULTS OF QUESTıONNAıRES

T HANK YOU …