DIFFICULTIES OF CLASSROOM-BASED ADVISING

MEHMET BOYNOEYYUP AKIL

FERHAT DOLAS

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)

1) Engage the student2) provide personal meaning to students’ academic goals3) collaborate with others or use the full range of

institutional resources4) share, give, and take responsibility5) connect academic interests with personal

interests6) stimulate and support student academic and career

planning7) promote intellectual and personal growth and success8) assess, evaluate, or track student progress9) establish rapport with students

(Kramer, G. (2003). Advising as teaching. In G. Kramer (Ed.), Faculty advising examined. (pp. 1–22). Bolton, MA: Anker.)

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)

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.

RESEARCH QUESTIONS

To what extent

fellow teachersstudentsadministratorsparentseducational system

influence the advising process?

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.

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

FINDINGS – FELLOW TEACHERS

Resistance against student control No training No team-work No cooperation Not giving up the existing teaching habits

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

FINDINGS – ADMINISTRATORS

Lack of opportunities Lack of support: financial / mental Unawareness of autonomy No training programmes No freedom to their teachers

FINDINGS – PARENTS

Patience Lack of trust in the education institutions Criticism Lack of interest in education Lack of Support

FINDINGS – EDUCATIONAL SYSTEM

Too many school subjects Huge curriculums Ready-made programme University entrance exam without English Lack of extra-curricula opportunities GOOD NEWS

CONCLUSION

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

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 – 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

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.

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.

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.

THANKS FOR PARTICIPATION