Motivation in classroom-The description of how two teachers in the classroom take the motivation variables into consideration

IV ABSTRACT MOTIVATION IN CLASSROOM (The Description of How Two Teachers in the Classroom Take the Motivation Variables into Consideration) Müyesser CEYLAN Division of Educational Sciences (Educational Administration, Supervising, Planning and Economics) Anadolu University Institute of Educational Sciences, March 2003 Adviser: Professor Dr. Coşkun BAYRAK This study attemted to identify how much the variables like teacher's role, classroom organization, classroom interaction and order and classroom climate which effect student's learning motivation are taken into consideration in a class at the second degree of primary education. This research is designed according to the observation method based on the qualitative research. The data was collected by observing the Turkish and English teachers of a Primary School in their teaching circle in Eskişehir in 2001-2002 academic year and this data was analysed according to the descriptive method based on observation. In this study, the naturalistic observation technique of the descriptive method was applied. The data, which was collected by using audio-tape, field-notes, meetings and with the observation sheet prepared by the researcher, was analysed based on the interaction analysis, was supported by the descriptive statistical technique. Consequently, the attitudes a teacher of Turkish and a teacher of Englich in class were varified in quantity and were interpreted accordingly.V According to the data obtained by the research, the teacher of English has demonstrated unfavorable attitudes towards the learners such as scolding, swearing and insulting. As a result, the teacher created a negative classroom climate and applied teacher's roles such as guidance and consultation, information source, method and technique and maintaining discipline frequently in class less than the teacher of Turkish. It was determined that the attempts of the teacher of English for classroom organization were less than that of the teacher of Turkish. It was found that although the teacher of Turkish created a positive classroom climate, but he failed in taking into comideration the teachers' s roles and classroom organization variables in a great extent. Considering that both of the teachers had a little knowledge about the motivation approach and its models, it was found that they did not take the motivation variables into consideration effectively.