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DIFFICULTIES OF CLASSROOM-BASED ADVISING MEHMET BOYNO EYYUP AKIL FERHAT DOLAS

DIFFICULTIES OF CLASSROOM-BASED ADVISING MEHMET BOYNO EYYUP AKIL FERHAT DOLAS. Advising is ; the active process ; a successful academic career.  process of growth and development e xperience full of many goals and outcomes

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DIFFICULTIES OF CLASSROOM-BASED ADVISING MEHMET BOYNO EYYUP AKIL FERHAT DOLAS

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  1. DIFFICULTIES OF CLASSROOM-BASED ADVISING MEHMET BOYNO EYYUP AKIL FERHAT DOLAS

  2. Advising is ; the active process; a successful academic career.  process of growth and development experience full of many goals and outcomes (http://www.bfit.edu/Academics/Advising-Services/What-is-Advising/What-is-Advising/default.aspx) What is advising

  3. 1) Engage the student 2) provide personal meaningto students’ academic goals 3) collaborate with others or use the full range of institutional resources 4) share, give, and take responsibility 5) connect academic interests with personal interests 6) stimulate and support student academic and career planning 7) promote intellectual and personal growth and success 8) assess, evaluate, or track student progress 9) establish rapport with students (Kramer, G. (2003). Advising as teaching. In G.Kramer (Ed.), Faculty advising examined. (pp.1–22). Bolton, MA: Anker.) principles of effectiveadvising

  4. The advising process; collaborative relationship student’s sense of connection, support, and guidance. growth and change in the student thinking critically, seeking out resources, and developing action plans. a meaningful and successful educational experience.(http://www.gvsu.edu/advising/what-is-advising--6.htm) setting priorities and evaluating progress(http://www.isothermal.edu/advising/whatisadvising.htm) Whyadvising

  5. STATEMENT OF PROBLEM No matter how educated and qualified the teacher is in terms of autonomy, he may still encounter some constraints while advising in his autonomous classes.

  6. RESEARCH QUESTIONS To what extent fellow teachers students administrators parents educational system influence the advising process?

  7. METHODOLOGY 60 high school students in the academic year 2010 – 2011 11th graders who were a mix of urban, suburban and rural students one of the present researchers was teaching them classroom observation qualitative and exploratory research design.

  8. STUDY why to learn English a two week training: the role of the teacher and that of the students unit selection skill selection self-/pair-study exams in groups

  9. FINDINGS – FELLOW TEACHERS Resistance against student control No training No team-work No cooperation Not giving up the existing teaching habits

  10. FINDINGS – STUDENTS unwillingness importance of English lesson different levels self-unawareness unawareness of strategies and approaches Aware of but not paying attention to their targets

  11. FINDINGS – ADMINISTRATORS Lack of opportunities Lack of support: financial / mental Unawareness of autonomy No training programmes No freedom to their teachers

  12. FINDINGS – PARENTS Patience Lack of trust in the education institutions Criticism Lack of interest in education Lack of Support

  13. FINDINGS – EDUCATIONAL SYSTEM Too many school subjects Huge curriculums Ready-made programme University entrance exam without English Lack of extra-curricula opportunities GOOD NEWS

  14. CONCLUSION All the components influence the classroom-based advising in a negative way

  15. Not only the English teachers but also the teachers of the other school subjects should receive training There should be a good cooperation between the teachers Frequent staff meetings Disturbance – change – success RECOMMENDATION – FELLOW TEACHERS

  16. RECOMMENDATION – STUDENTS They should be helped to get aware of the importance of EFL and encouraged to become autonomous They should be trained about the required strategies and methodology necessary for learning English They should be given responsibility of their learning and made aware of their needs Awareness should be raised in them about themselves (SWOT) Peer advising should be encouraged

  17. RECOMMENDATION – ADMINISTRATORS They should be trained about autonomy as well. They should provided the teachers with opportunities to employ autonomy. They should support both the teachers and students both financially and mentally. They should organise training programmes for the teachers.

  18. RECOMMENDATION – PARENTS They should be trained about autonomy to nurture autonomous individuals starting from the early childhood. They should be patient with and have trust in the education institutions. They should support both the teachers and the students. They should be more interested in the students’ learning.

  19. RECOMMENDATION – EDUCATIONAL SYSTEM The number of the school subjects should be decreased. Curriculums should be revised. Programme should be prepared in accordance with the needs and wants of the students. Students should be provided with extra-curricula opportunities to develop their English.

  20. THANKS FOR PARTICIPATION

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