An investigation of consultation with teachers on classroom and behavior management: A qualitative study

This research aims to investigate the consultation with teachers on classroom and behavior management. The study group consisted of 16 volunteer classroom guidance teachers working at the high school level in the district of Iskenderun in Hatay province in the 2021-2022 academic year. Qualitative research was used in the research. Data were collected with a semi-structured interview form developed by the researcher. The data obtained through semi-structured interviews with the classroom guidance teachers were analyzed using content analysis. According to the interview findings, the most frequently expressed misbehaviors by the classroom guidance teachers are talking out of turn, dealing with other things, not listening to the lesson/indifference and aggression/bullying. It has been revealed that the most difficult misbehaviors identified by the classroom guidance teachers are indifference, talking and aggression/bullying. The verbal strategies used by the classroom guidance teachers in coping with the misbehaviors relatively more than non verbal ones; it was seen that these methods were warning, using the reward and punishment system and speaking with the student. It was determined that teachers applied non-verbal coping strategies at a low level. It has been noted that the features mentioned about professional skills in coping with misbehaviors are relatively more than personal characteristics. It has been revealed that teachers seek help from the psychological counselor for the behaviors that they have difficulty in coping with or cannot cope with, they get their information and suggestions, they refer students to the psychological counselor for the problems they cannot solve and they want to work in cooperation with the counselor. Considering the results obtained in the research, various suggestions were made to the classroom guidance teachers. It was observed that the classroom guidance teachers had a positive attitude towards the suggestions presented in the consultation session. In the follow-up session, it was revealed that the teachers directly applied the suggestions made by the psychological counselor, that they could apply if problem behavior occurred, and that the strategies they were using were parallel to the presented suggestion, but they increased the frequency of using them. Key Words: School counselor, classroom guidance teacher, consultation, classroom management, behavior management, misbehavior.