The exami̇nati̇on of the relationship between the understanding with critical thinking classroom management trends of teachers

This research, primary school teachers in the 2012-2013 academic year trend of critical thinking and understanding of classroom management research to determine the relationship between quantitative research design was used. Research, numerous elements consisting of a universe, the universe, a general order to assess the entire universe, or it will be taken on a sample scan is done with general screening model (Karas, 2006, p.27), research the relationships between variables to determine is facing general screening models the relational model is suitable for scanning. Teachers 'critical thinking skills to develop what kind of activities they are located, they encounter the kind of problems that teachers' classroom management, critical thinking, to what extent they use to uncover teachers classroom management and critical thinking dispositions from two types of questionnaires and personal information form test. Survey was conducted by the researcher.Research universe, attached to the Ministry of Education in 2013-2014 academic year in the district of Beşiktaş on the European shore who work in government and private secondary schools is composed of subject teachers. Within this universe, randomized (random) sample is designated as the 249th branch teachers. The purpose of this study, secondary school teachers 'classroom management approach and critical thinking dispositions according to some variables to compare and secondary teachers' understanding of critical thinking dispositions and classroom management to determine the relationship between.According to the survey; secondary teachers' understanding of critical thinking dispositions and classroom management perceptions in a positive way and have shown that low level relationship. Secondary school teachers' critical thinking dispositions gender, seniority, graduated faculty, staff examined according to the state variables of critical thinking dispositions of secondary school teachers according to these variables did not differ in a meaningful way has been found. Critical thinking disposition analyticity, open-mindedness, curiosity, self-confidence, accurate search and a systematic sub-dimensions secondary teachers' gender, seniority, graduated the faculty and staff of state variables compared according to middle school teachers with gender variable analiktiklik, Systematicty, curiosity, self-confidence, truth understanding the relationship between subscale was not a significant difference.Secondary school teachers' perceptions of classroom management approach sex, graduated school, according to seniority and status variables, no significant differences were found in examination. When analyzed according to gender variable secondary teachers' understanding of classroom management and perceptions related to gender were not detected a significant difference between