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Good behavior is a necessary condition for effective teaching. There are few children who come to school without problems. Children's behavior at school appears to be strongly affected by within school factors. In this qualitative case study, the teachers' negative behavior with regard to the high school last year students in the classroom setting was defined. The population for this study consisted of 1100 eleventh grade students from three different general state high schools. These schools were selected at random at the beginning of 2007 academic year in Krr§ehir, Turkey. The sample consisted of 275 students (male 137& femalel38).The data were collected by means of unstructured interview method. Qualitative content analysis approach was used to analyse data. It was found that "behaving towards the students aggressively" was the most pointed out negative teacher behavior. "Speaking fast" in teaching, "threatening the students with low grades" and " making discrimination among the students" were the more often expressed negative teacher behaviors by the students.
Good behavior is a necessary condition for effective teaching and learning to take place, and an important outcome of education which society rightly expects . Society is expecting good order and good results from teachers, and will be increasingly impatient and lacking in understanding if we do not provide them. So looking hard at ourselves, our teaching, our institutions, our rituals and our effect on pupils are becoming obligatory rather than just advisable,as we seekto eradicate or prevent pupils' behaviour problems by various forms of intervention (Charlton & David, 1997:5).
Student misbehavior is one of the most frequently cited problems occurring in public schools today. In fact, teachers consider controlling student behavior to be both one of their greatest challenges and the greatest deficits in their training and skills. (Weigle, 1997).
Disruptive classroom behavior is a major factor contributing to teacher stress and discontent and significantly affects teachers' capacity to maintain a productive and orderly learning environment (Hawe, Tuck, Manthei, Adair, & Moore, 2000). Educators and psychologists in the 1970's emphasized the importance of student engagement and success in preventing the occurence of disruptive behavior in classrooms (Berliner, 1985; Brophy, 1 979; Emer, Evertson , & Anderson , 1980;Evertson&Emer, 1982;Kounin, 1970; Rosenshin & Stevens 1 986 ; Karadag & Oney ,...