Misbehaviors of 5th grade students of primary schools in Bolu and solution strategies that the teachers use to these behaviors

The aim of this research is to determine the misbehaviors of 5th gradestudents of Primary Schools and to determine solution strategies teachers use tothese behaviors and give suggestions.The universe of this research is the 5th grade students and teachers. There are52 5th grade teachers and 2150 5th grade students in Bolu. 514 5th grade studentsfrom Bolu constitute the sample of this research.In data collection, a questionnaire is prepared with the supervision ofsupervisor by the researcher. For the reliability and the validity of the researchresearcher took the advice from the supervisor. For the reliability of the research?cronbach Alpha? is carried out and the reliability rate of the questionnaire is foundas α = 0,81.Questionnaire is composed of three dimensions. These are; personalinformation, the frequency of students? misbehaviors and strategies used to solvethem.In the questionnaire five graded scale is used. Frequencies (f), arithmeticalmean, percent, ?t? test between independent groups are used.In the research these results are got:1. Physical aggressiveness to friends, making complaint against friends, damagethe school devices, not using the class clean, telling lie to the teacher, damagetheir friends? belongings, throwing something to friends, talking with the teacherand friends rudely, making fun of friends, not obeying the class rules, not doinghomework, shouting at friends, annoying desk mates, not using lesson devicesaccurately, interrupting in class, not attending the activities , wandering aroundat lesson time, whispering to friends, dreaming in the class, eating secretly fromthe teacher, coming late to the class, writing brief notes to friends and laughingloudly in the class are misbehavior of 5th grade students in Bolu.2. Students haven?t come across with any theft and not coming to the lesson before.Teachers haven?t come across any behaviors like not coming to the lesson,eating something in the class and laughing loudly.3. For the solution of these problems teachers remind the class rules, stop thebehavior of himself immediately, call the student with his/her name, talk withthe student after the lesson, meet with the student?s parents, talk with the studentabout his/her behavior, talk wittily to make the student attend the lesson, make avoice like hsssh, motivate the students, make eye contact, neglect the student,giving responsibility to the student, see the guidance counselor, touch thestudent lightly, come close, stop the lesson suddenly, deprive the student of whats/he likes, reprove severely, shout at the student, change student?s place,interfere physically, send him/her to the director, send student out of the classand threaten the student.4. There isn?t any meaningful difference between the students? perception andthe teacher perception of the misbehaviors in the class.5. There is meaningful difference between the students? perception and theteacher perception of the strategies used for the misbehaviors.6. There isn?t any meaningful difference between girls? perception and boys?perception of the misbehaviors in the class.7. There isn?t any meaningful difference between girls? perception and boys?perception of the strategies used for the misbehaviors.Key words; classroom management, misbehavior, classroom teacher.