{"id":3868,"date":"2020-09-10T10:50:34","date_gmt":"2020-09-10T07:50:34","guid":{"rendered":"https:\/\/www.emedrese.com.tr\/blog\/?p=3868"},"modified":"2022-10-08T11:20:47","modified_gmt":"2022-10-08T08:20:47","slug":"arapca-ogretmeninin-kisisel-nitelikleri","status":"publish","type":"post","link":"https:\/\/www.emedrese.com.tr\/blog\/arapca-ogretmeninin-kisisel-nitelikleri\/","title":{"rendered":"Arap\u00e7a \u00d6\u011fretmeninin Ki\u015fisel Nitelikleri"},"content":{"rendered":"\n<div id=\"toc_container\" class=\"toc_wrap_left no_bullets\"><p class=\"toc_title\">\u0130&ccedil;indekiler<\/p><ul class=\"toc_list\"><li><a href=\"#GIRIS\">G\u0130R\u0130\u015e<\/a><\/li><li><a href=\"#1_Sayginlik\">1. Sayg\u0131nl\u0131k<\/a><\/li><li><a href=\"#2_Seckinlik\">2. Se\u00e7kinlik<\/a><\/li><li><a href=\"#3_Basarmak\">3. Ba\u015farmak<\/a><\/li><li><a href=\"#4_Kararlilik\">4. Kararl\u0131l\u0131k<\/a><\/li><li><a href=\"#5_Olcululuk\">5. \u00d6l\u00e7\u00fcl\u00fcl\u00fck<\/a><\/li><li><a href=\"#6_Bagislayicilik\">6. Ba\u011f\u0131\u015flay\u0131c\u0131l\u0131k<\/a><\/li><li><a href=\"#7_Dakiklik\">7. Dakiklik<\/a><\/li><li><a href=\"#8_Beceriklilik\">8. Beceriklilik<\/a><\/li><li><a href=\"#9_Tedbirlilik\">9. Tedbirlilik<\/a><\/li><li><a href=\"#10_Basiretlilik\">10. Basiretlilik<\/a><\/li><li><a href=\"#11_Disiplinlilik\">11. Disiplinlilik<\/a><\/li><li><a href=\"#12_Dusuncelilik\">12. D\u00fc\u015f\u00fcncelilik<\/a><\/li><\/ul><\/div>\n<h2><span id=\"GIRIS\">G\u0130R\u0130\u015e<\/span><\/h2>\n\n\n\n<p>Bu makale, ilgisiz ve yetkisiz medyan\u0131n nerdeyse y\u00fczy\u0131llard\u0131r \u00f6z\u00fcn\u00fc a\u015f\u0131nd\u0131r\u0131p kaybettirdi\u011fi, kavramlar\u0131n\u0131n hassasiyet yitimiyle zorla\u015ft\u0131rd\u0131\u011f\u0131 Arap\u00e7a \u00f6\u011fretiminin sorunlar\u0131n\u0131n stratejik \u00e7\u00f6z\u00fcm\u00fc i\u00e7in yeniden \u00f6\u011fretmenlik \u00f6l\u00e7\u00fctlerinin yap\u0131land\u0131r\u0131lmas\u0131n\u0131 i\u015fler. \u00d6\u011fretmen, Arap\u00e7a \u00f6\u011fretiminin omurgas\u0131d\u0131r, sistem onun teknikleriyle d\u00fczenlenir, ara\u00e7lar onun eliyle bi\u00e7imlenir, \u00e7\u00f6z\u00fcm\u00fcn oda\u011f\u0131nda hep o vard\u0131r. Bu nedenle Arap\u00e7a \u00f6\u011fretiminin ba\u015far\u0131s\u0131, \u00f6ncelikli olarak \u00f6\u011fretmen ba\u015far\u0131s\u0131yla m\u00fcmk\u00fcnd\u00fcr. \u00d6\u011fretmen ba\u015far\u0131s\u0131 da; <em>ki\u015fisel, y\u00f6netim <\/em>ve<em> \u00f6\u011fretim<\/em> niteliklerle donan\u0131m zenginli\u011fi ve beceri g\u00fcc\u00fcne ba\u011fl\u0131d\u0131r. Bu \u00fc\u00e7 t\u00fcr donan\u0131m\u0131n nitelikleri ve kapsam\u0131 belirlenerek, Arap\u00e7a \u00f6\u011fretiminin problemlerini \u00e7\u00f6zecek \u00f6\u011fretmenin nitelikler portresi belirlenmeye \u00e7al\u0131\u015facakt\u0131r.<\/p>\n\n\n\n<p>\u00d6\u011fretmen, ilahi mevhibesini idrak eden ve onu insanl\u0131\u011fa sunmay\u0131 g\u00f6rev bilen di\u011ferk\u00e2m bir sanatk\u00e2rd\u0131r. F\u0131tri yeteneklerini bilgi ve sa\u011flam ahl\u00e2kla melekeye d\u00f6n\u00fc\u015ft\u00fcrerek toplumun kalk\u0131nma ve ilerlemesi i\u00e7in bilgi ve \u015fevkle sanat eserine d\u00f6n\u00fc\u015ft\u00fcrmeye adar. Bir bah\u00e7\u0131van edas\u0131yla, bah\u00e7eyi t\u00fcm i\u015fe yaramazdan temizler, zararl\u0131lar\u0131 uzakla\u015ft\u0131r\u0131r, topra\u011f\u0131 alt \u00fcst eder, k\u00f6kleri bulup s\u00f6ker, ate\u015fe atar. Ekime haz\u0131rlar, diker, a\u015f\u0131lar, budar, sular, korur ve sonunda <em>\u201ci\u015fte g\u00fczel bir bah\u00e7e\u201d<\/em> der, hu\u015fuyla seyre dalar. Nitelikli insan in\u015fa sanatk\u00e2r\u0131 \u00f6\u011fretmen, ku\u015fkusuz bah\u00e7\u0131vandan daha \u00e7ok donan\u0131m ve gayrete muhta\u00e7t\u0131r. \u00d6yle ki ufac\u0131k bir ihmalin zarar\u0131, sadece biriyle s\u0131n\u0131rl\u0131 kalmaz, t\u00fcm insanl\u0131\u011fa sirayet eder. Onun himmeti insanl\u0131k, tek ideali de neslin ak\u0131l geli\u015fimidir. Bilgiyle; akl\u0131, duygular\u0131 geli\u015ftirir, iradeyi harekete ge\u00e7irir, idraki, eli, g\u00f6z\u00fc, azmi, dikkati e\u011fitir, zek\u00e2yla duygular\u0131 \u00f6rerek en aptal\u0131 en yetenekli yapar.<\/p>\n\n\n\n<p>\u00d6\u011fretmen, bilgiyle \u00f6r\u00fclen ak\u0131l ile kalbin engin edebini, onur ve erdemli davran\u0131\u015flar olarak d\u0131\u015fa yans\u0131tan y\u00fcksek nitelikli bir fedak\u00e2rd\u0131r. Kendini nesillerin akl\u0131n\u0131 ve g\u00f6nl\u00fcn\u00fc in\u015faya mecbur bilir, kazara hata ederse hasar\u0131n tsunami etkisiyle yay\u0131laca\u011f\u0131 endi\u015fesindedir. Basit bir ihmalin; <em>\u201ce\u011fer bu \u00fclkenin katili olmakta \u00e7\u0131kar\u0131n\u0131z varsa bundan daha etkili bir han\u00e7er bulamazs\u0131n\u0131z\u201d<\/em> (Baltac\u0131o\u011flu, 1995, s. \u200e37\u200e) c\u00fcrm\u00fcne d\u00f6n\u00fc\u015fece\u011finin bilincindedir. Sorumluluk idraki, Caldicott\u2019un: <em>\u00d6\u011fretmenlerin toplumun en sorumlu ve \u00f6nemli \u00fcyeleri oldu\u011funa inan\u0131yorum, \u00e7\u00fcnk\u00fc mesleki \u00e7abalar\u0131 d\u00fcnyan\u0131n kaderini etkiliyor<\/em>, daha a\u011f\u0131rd\u0131r. \u00c7\u00fcnk\u00fc \u00f6\u011fretmenlik, t\u00fcm meslek erbab\u0131n\u0131 yeti\u015ftirme sanat\u0131d\u0131r, onu y\u00fccelten de\u011fer, her \u00f6\u011frencinin hayat\u0131 boyunca \u00f6\u011fretmenin \u00f6\u011fretti\u011fi bilgileri ve idealini ya\u015fatmas\u0131d\u0131r.<\/p>\n\n\n\n<p>\u0130nsanl\u0131k \u00f6\u011fretmene en y\u00fcce sanatk\u00e2r payesini vermi\u015ftir. Bu paye Hz. Ali (ra)\u2019\u0131n dilinden: <em>\u201cBana bir harf \u00f6\u011fretenin k\u00f6lesi olurum.\u201d<\/em> tebciliyle hayat bulur. Socrates: <em>\u201cD\u00fcnyada her \u015feye de\u011fer bi\u00e7ilebilir, ama \u00f6\u011fretmenin eserine de\u011fer bi\u00e7ilemez, \u00e7\u00fcnk\u00fc onun eseri her \u015feydir.\u201d<\/em> h\u00fckm\u00fcyle ifadeye \u00e7al\u0131\u015f\u0131r. Ancak ge\u00e7en as\u0131rlar sanat\u0131 de\u011fil, gelene\u011fi bozunca \u00f6\u011fretmenlik b\u00fcy\u00fck \u00e7\u00f6k\u00fcnt\u00fcler ya\u015fad\u0131. A\u011f\u0131r sosyal sorumluluk y\u00fck\u00fc, \u00f6zel donan\u0131mla yeti\u015ftirilen di\u011fer bran\u015f \u00f6\u011fretmenlerinin pek \u00e7ok eksik ve aksakl\u0131klar\u0131 s\u00fcrekli \u015fik\u00e2yet edilir hale gelirken, \u00f6\u011fretmenlik f\u0131trat\u0131 aranmayan, \u00f6zel uzmanl\u0131k e\u011fitimi almayan, Arap\u00e7aya h\u00e2kimiyeti olmayan, i\u015f ararken kazara kendini Arap\u00e7a \u00f6\u011fretmeni bulanlar\u0131n, \u00f6\u011fretece\u011fi Arap\u00e7ay\u0131 Allah korusun! \u00dcstelik teknoloji devrimi, bilgi bombard\u0131man\u0131 ve yetenekler sava\u015f\u0131 ya\u015fanan g\u00fcn\u00fcm\u00fczde, hangi g\u00fc\u00e7 ve donan\u0131mla bu problem \u00e7\u00f6z\u00fclebilir!<\/p>\n\n\n\n<p>Arap\u00e7a \u00f6\u011fretiminde karamsarl\u0131k ve \u00fcmitsizli\u011fin nedeni \u00f6\u011fretmen yeterliliklerinin eksikli\u011fidir. Yetkinlikle do\u011facak \u00fcmit ve azim ba\u015far\u0131n\u0131n anahtar\u0131 olacakt\u0131r. Durumun vahameti ortada, \u00fcstesinden gelecek Arap\u00e7a \u00f6\u011fretmenin ta\u015f\u0131mas\u0131 gereken ki\u015fisel nitelikler belirlenir ve uygulan\u0131rsa ba\u015far\u0131 ka\u00e7\u0131n\u0131lamaz sonu\u00e7tur. Burada \u00f6nemli olan bilginin en g\u00fczel \u015fekliyle ne tasnifi ne de sunumu, Arap\u00e7a \u00f6\u011fretmenin kendisini \u015fu k\u0131staslarla \u00f6l\u00e7erek geli\u015ftirici ad\u0131mlar atmas\u0131 ve nesillerin \u00f6n\u00fcn\u00fc a\u00e7mas\u0131d\u0131r.<\/p>\n\n\n\n<h2><span id=\"1_Sayginlik\">1. Sayg\u0131nl\u0131k<\/span><\/h2>\n\n\n\n<p>Sayg\u0131nl\u0131k bir l\u00fctuf de\u011fil, \u00f6\u011fretmenin kendi elinin eme\u011fi olmal\u0131d\u0131r. G\u00fcvenme, inanma, hat\u0131r\u0131n\u0131 sayma, mesle\u011fine sayg\u0131 duyma, s\u00f6z\u00fcn\u00fcn dinlemesi ve onurun egemen olmas\u0131yla ger\u00e7ekle\u015fir. \u00d6\u011fretmen sayg\u0131s\u0131 o kadar \u00f6nemlidir ki de\u011fil yitimi, en ufak sorgulama dahi toplumu \u00e7ok geriletir. \u00d6rf\u00fcm\u00fczde <em>\u201ceti senin kemi\u011fi benim\u201d<\/em> ifadesiyle baba stat\u00fcs\u00fc tad\u0131ndaki engin sayg\u0131nl\u0131\u011f\u0131n yitimi, e\u011fitimde onulmaz yaralar a\u00e7m\u0131\u015ft\u0131r. Ne ac\u0131 ki \u00fclkemiz, \u201c<em>K\u00fcresel \u00d6\u011fretmen Stat\u00fc Endeksi\u201d <\/em>d\u00fcnya \u00f6\u011fretmen sayg\u0131 yitiminde Taiwan\u2019dan bile sonra Uganda\u2019dan \u00f6ncedir (Dolton, Marcenaro, De Vries, &amp; She, 2018). T\u00fcm \u00f6\u011fretmen bran\u015flar\u0131nda sayg\u0131nl\u0131k nerdeyse yok olmak \u00fczereyken, y\u00fcz y\u0131llard\u0131r medyan\u0131n y\u0131k\u0131m hedefinde olan, d\u00fc\u015f\u00fck puanla \u00f6\u011frenci alan, nicel ve nitel yetersiz ve hen\u00fcz emekleme a\u015famas\u0131nda bile olmayan Arap\u00e7a \u00f6\u011fretmenli\u011finin yeniden sayg\u0131y\u0131 tesisi hi\u00e7 lafa gerek b\u0131rakmayacak zorluktad\u0131r. Bu a\u011f\u0131r y\u00fck; k\u0131l\u0131k, k\u0131yafet, telefon markas\u0131, laf ebeli\u011fi veya sihirbazl\u0131\u011f\u0131yla de\u011fil, ak\u0131llar\u0131 ilim, irfan, y\u00fcrekleri mesleki ahlakla ayd\u0131nlat\u0131larak kald\u0131r\u0131labilir. Hepimiz sayg\u0131n model \u00f6\u011fretmene bor\u00e7luyuz ve de muhtac\u0131z.<\/p>\n\n\n\n<h2><span id=\"2_Seckinlik\">2. Se\u00e7kinlik<\/span><\/h2>\n\n\n\n<p>Arap\u00e7a \u00f6\u011fretmeni ki\u015filik ve mesle\u011fine sayg\u0131dan dolay\u0131 hayat\u0131n\u0131, davran\u0131\u015flar\u0131n\u0131 \u00f6zenle d\u00fczenler. Arap\u00e7a \u00f6\u011fretmenli\u011fi gibi se\u00e7kin ve \u00f6nemli bir meslek sahibi olmaktan k\u0131van\u00e7 duyar. Y\u00fcksek sorumluluk bilinciyle onun kazand\u0131rd\u0131\u011f\u0131 se\u00e7kin nitelikleri yans\u0131tmay\u0131 sosyal sorumluluk bilir. Se\u00e7kinli\u011fini ki\u015fisel karakterini, ba\u015fta \u00f6\u011frencilerini ve toplumu sevgiyle kucaklayarak kazan\u0131r, asla se\u00e7kinlik taslayarak de\u011fil, zaten bo\u015f gurur hep aleyhe d\u00f6ner. Toplumun zor veya hassas problemlerine akla en uygun \u00e7\u00f6z\u00fcmler bulmaya \u00e7al\u0131\u015f\u0131r, en iyi davran\u0131\u015flar\u0131 g\u00f6sterir, tercihlerinde en fazla etkiye sahip olmas\u0131yla \u00e7evresine \u00f6zel niteliklerini hissettirir. Her yer s\u0131n\u0131f, herkes \u00f6\u011frenci, felsefe ve hareketleriyle davran\u0131\u015flar\u0131na se\u00e7kinlik kazand\u0131r\u0131r. Toplumun hassasiyetlerini ve konumunu bilir, bilgiyi s\u0131n\u0131fta sanat edas\u0131yla \u00f6\u011fretir, herkesin i\u00e7indeki yetene\u011fini ortaya \u00e7\u0131kararak \u00e7o\u011fu insan\u0131 adam yapar.<\/p>\n\n\n\n<h2><span id=\"3_Basarmak\">3. Ba\u015farmak<\/span><\/h2>\n\n\n\n<p>Hayatta ya gemileri yakma ya da karada y\u00fcr\u00fctme c\u00fcreti olanlar ba\u015far\u0131r. Ba\u015far\u0131 \u00f6\u011frencinin kendi fikri, se\u00e7imi ve \u00fcr\u00fcn\u00fc haline getirilir, ba\u015fka se\u00e7enek b\u0131rak\u0131lmazsa inan\u0131lmaz d\u00fczeyde y\u00fcksek ba\u015far\u0131 ger\u00e7ekle\u015fir. \u00d6\u011frenciyle birlikte neyin yanl\u0131\u015f oldu\u011fu \u00e7\u00f6z\u00fcmlenir, do\u011fru bulunmaya \u00e7al\u0131\u015f\u0131l\u0131rsa en uygun, en do\u011fru ve en iyi sistem kendili\u011finden geli\u015ftirir. \u00d6\u011fretmen bilmesi gerekeni bilirse bilgiyi bazen pozitif bazen de negatif destekle \u00f6\u011frencilerine ilhamla kolayca \u00f6\u011fretir. \u00d6\u011frencilerin yeteneklerine odaklan\u0131r, \u201c<em>tekerle\u011fi yeniden icat etme<\/em>\u201d yerine yuvarlay\u0131p yol almalar\u0131n\u0131 sa\u011flar, ne yapacaklar\u0131n\u0131 emretme yerine, \u00f6nerir ve se\u00e7enek sunumuyla fikirler geli\u015ftirir. \u00d6\u011frencileri, kendi istekleriyle her zaman en iyisini \u00f6\u011frenmeye haz\u0131rlar, gayreti takdir ederek geli\u015ftirir, r\u00fc\u015fvete d\u00f6n\u00fc\u015ft\u00fcrmeden ba\u015far\u0131y\u0131 \u00f6d\u00fcllendirir, do\u011frulu\u011fa odaklan\u0131r, \u00f6\u011frenmeye isteklendirir ve her \u015feyi kontroll\u00fc yapar. Kolayla\u015ft\u0131r\u0131c\u0131 otoriteyi benimser, \u00f6\u011frenmeyi mutlulu\u011fa \u00e7evirir, bilgi ambar\u0131 de\u011fil, \u00f6\u011frencilere ta\u015f\u0131yan hamal olur. Carruthers: <em>\u201c\u0130yi bir \u00f6\u011fretmen kendini a\u015famal\u0131 olarak gereksiz k\u0131lan ki\u015fidir.\u201d<\/em> s\u00f6z\u00fcn\u00fc ilke edinir, \u00f6\u011frencileri kendinden iyi yeti\u015ftirir, gelece\u011fin ba\u015far\u0131l\u0131 \u00f6\u011fretmenleri yapar.<\/p>\n\n\n\n<h2><span id=\"4_Kararlilik\">4. Kararl\u0131l\u0131k<\/span><\/h2>\n\n\n\n<p>\u00d6\u011fretmenlik, onun i\u00e7in do\u011fmu\u015f insanlar\u0131n mutlu ve ba\u015far\u0131l\u0131 olacaklar\u0131 bir meslektir. Bu mesle\u011fi para i\u00e7in yapmayan, hedefi sadece ba\u015farmak olan kararl\u0131lar en iyi nitelikli \u00f6\u011fretmen olurlar. \u00c7\u00fcnk\u00fc \u00f6\u011fretimde ba\u015far\u0131; her \u015fey tam \u00f6l\u00e7\u00fcs\u00fcnde, tutarl\u0131 ve karar\u0131nda olmadan ger\u00e7ekle\u015fmez. Bunun i\u00e7in baz\u0131s\u0131 i\u00e7in en sinir bozucu olan \u00f6\u011fretmenlik, hedefi fark olu\u015fturmak olan, kararl\u0131 \u00f6\u011fretmen ruhlular i\u00e7in en y\u00fcce bir \u00f6d\u00fcl, en zevkli bir meslek olur. Kararl\u0131 \u00f6\u011fretmen, her i\u015finde d\u00fczenli ve y\u00f6ntemli davran\u0131r, istisnalar yerine, genel-ge\u00e7er kararl\u0131 tutumlar sergiler. S\u00f6z\u00fcnde sadakat, g\u00f6z\u00fcnde emniyet vard\u0131r, kurallara sayg\u0131l\u0131 ve ba\u011fl\u0131d\u0131r, daha g\u00fc\u00e7l\u00fc deliller olmadan asla karar\u0131n\u0131 de\u011fi\u015ftirmez. Azimle m\u00fcmk\u00fcn olan her \u015feyi ba\u015far\u0131r, s\u0131n\u0131fta her \u00f6\u011frenciyi ki\u015fisel d\u00fczeyde \u00f6nemser, t\u00fcm \u00f6\u011frencilere \u015fefkatli ve ho\u015fg\u00f6r\u00fc s\u0131n\u0131rlar\u0131 g\u00f6rev alan\u0131n\u0131n \u00e7ok \u00f6telerine ta\u015far. \u00d6\u011frencileri i\u00e7in \u00e7ok iyi bir kararl\u0131l\u0131k rol modelidir, onlar\u0131 \u00f6nce r\u00fcyada Arap\u00e7ayla tan\u0131\u015ft\u0131r\u0131r, sonra ger\u00e7e\u011fine uyand\u0131rarak \u00f6\u011frenmenin tad\u0131n\u0131 tatt\u0131r\u0131r.<\/p>\n\n\n\n<h2><span id=\"5_Olcululuk\">5. \u00d6l\u00e7\u00fcl\u00fcl\u00fck<\/span><\/h2>\n\n\n\n<p>&nbsp;\u00d6\u011fretmen, tutumlar\u0131 bula\u015f\u0131c\u0131 oldu\u011fundan hep iyi olmak zorunda olan ki\u015fidir. Onun hayat\u0131nda a\u015f\u0131r\u0131l\u0131klar olamaz, yumu\u015fak huyludur ancak disiplinlidir, kararl\u0131d\u0131r ancak naziktir, hep z\u0131tlar\u0131 birle\u015ftirip itidalli olur. Sadece bilgiyi dikte etmez, \u00f6\u011frencilerini \u00f6\u011frenmeye te\u015fvik eder, \u00f6rnek olur, ruh haliyle bile nas\u0131l etkili olaca\u011f\u0131n\u0131 bilir, \u00fcz\u00fcnt\u00fc, \u00f6fke ve ki\u015fisel s\u0131k\u0131nt\u0131lar\u0131 kap\u0131da b\u0131rak\u0131r ve s\u0131n\u0131fa girmesine asla izin vermez. Her an duygular\u0131na kar\u015f\u0131 d\u00fcr\u00fcst olman\u0131n yollar\u0131n\u0131 bulur, derse odaklanma yetene\u011fini en y\u00fcksek d\u00fczeyde tutarak harika i\u015fler ba\u015far\u0131r. \u00d6\u011frencinin sakin olmas\u0131n\u0131 istemeden, sakince etkile\u015fime ge\u00e7er, tutarl\u0131 olmas\u0131n\u0131 istemeden tutarl\u0131 olur, derse odaklanmas\u0131n\u0131 istemeden kendisi odaklan\u0131r. Her \u015feyi \u00e7ok y\u00f6nl\u00fc de\u011ferlendirir, tahmin ile kan\u0131t\u0131 ay\u0131r\u0131r, asla taraf tutmaz ve \u00f6\u011frencilerini \u00f6l\u00e7\u00fcl\u00fc olmaya te\u015fvik eder. \u0130leti\u015fiminde fiilin, s\u00f6zden g\u00fc\u00e7l\u00fc enerjisinden faydalan\u0131r, s\u00f6z israf\u0131 yerine modellemeyi \u00f6nemser.<\/p>\n\n\n\n<h2><span id=\"6_Bagislayicilik\">6. Ba\u011f\u0131\u015flay\u0131c\u0131l\u0131k<\/span><\/h2>\n\n\n\n<p>\u00d6\u011frenme s\u00fcrecinin en \u00f6nemli bir tekni\u011fi, hata yapma ve ba\u011f\u0131\u015flamad\u0131r. S\u0131nama-yan\u0131lma Arap\u00e7a \u00f6\u011frenme stratejisinin en etkin i\u015flemi ve bilin\u00e7li \u00f6\u011frenmenin anahtar\u0131d\u0131r. Ba\u011f\u0131\u015flama, hatay\u0131 cezaland\u0131rma k\u00f6rd\u00fc\u011f\u00fcm\u00fcn\u00fc \u00f6\u011frenmeyi destekleyici bir ara\u00e7 olarak kullanma takti\u011fidir. Sakince anla\u015f\u0131l\u0131r bir dil ile normal ses tonuyla hata yapan \u00f6\u011frencinin do\u011fruyu bulmas\u0131na yard\u0131mc\u0131 olunur. Anl\u0131k kolay gibi g\u00f6r\u00fcnen k\u0131zma, su\u00e7lama, \u00fczme ve azarlay\u0131p k\u0131rman\u0131n do\u011furaca\u011f\u0131 felaketler, sakin, kesin, anla\u015f\u0131l\u0131r bir \u00fcslupla \u00f6nlenebilir. Hata hep anl\u0131k ve ki\u015fisel oldu\u011fu i\u00e7in ba\u011f\u0131\u015flan\u0131p d\u00fczeltmeyi hak eder. \u0130leti\u015fimde s\u00f6ylenenin fazlas\u0131n\u0131 anlama, hatay\u0131 ba\u015fkas\u0131yla ili\u015fkileme, sald\u0131r\u0131 olarak alg\u0131lama do\u011fru de\u011fildir. Hatta sald\u0131r\u0131 olsa bile ac\u0131 \u00e7eken birinin yard\u0131m \u00e7\u0131\u011fl\u0131\u011f\u0131 olarak anlamak gerekir. Bu \u00f6\u011fretmenin i\u00e7 huzurunu korumas\u0131n\u0131 ve \u015fefkatle yard\u0131mc\u0131 olmas\u0131n\u0131 sa\u011flar. Asl\u0131nda hata korkunun \u00fcr\u00fcn\u00fcd\u00fcr, \u00f6\u011frenci korkarsa ac\u0131 \u00e7eker ve ac\u0131 hataya neden olur. Ac\u0131 \u00e7ekeni \u015fefkatle kar\u015f\u0131lama, sab\u0131r, zaman ve dikkat istese de olumsuz tutumdan daha kolay ve kazan\u00e7l\u0131d\u0131r. Her ne olursa olsun, \u00f6\u011frenci her zaman masum, en iyisini, ba\u011f\u0131\u015flanmay\u0131 hak eder ve hepimiz birbirimizin \u00f6\u011frencisi ve \u00f6\u011fretmenleriyiz.<\/p>\n\n\n\n<h2><span id=\"7_Dakiklik\">7. Dakiklik<\/span><\/h2>\n\n\n\n<p>\u0130nsan hayat\u0131nda her bilgiyi \u00f6\u011frenmenin bir an\u0131 ve s\u00fcresi vard\u0131r. Her bilginin an\u0131ndan \u00f6nce \u00f6\u011fretilmesi veya sonraya b\u0131rak\u0131lmas\u0131 h\u00fcsrand\u0131r. Zamanlama \u00f6neminden dolay\u0131, beden-bilgi saatini ayarlama g\u00f6revi, gezegenin en dakik ve organize meslek sahibi \u00f6\u011fretmene verilmi\u015f kutsal bir g\u00f6revdir. Arap\u00e7a \u00f6\u011fretimi hayat\u0131n belirli bir diliminde ba\u015flar ve biter, bu zaman dilimi \u00e7ok d\u00fczenli, dikkatli kullan\u0131l\u0131rsa ba\u015far\u0131 kendili\u011finden gelir. \u00d6\u011fretimde her lahzan\u0131n \u00f6ncelenecek ihtiya\u00e7lar\u0131 belirlenirse beklenmeyen bir durum veya i\u015f y\u00fck\u00fc gibi d\u0131\u015f etkenler, beden-bilgi saatini etkilemez. Zaman y\u00f6netimi, ileri m\u00fcfredat ve planlama bilgisiyle kategorize edilmeli, her ders saati titizlikle d\u00fczenlenmeli, k\u00e2\u011f\u0131da d\u00f6k\u00fclerek \u00f6zenle uygulanmal\u0131d\u0131r. \u00d6\u011fretmen hayat\u0131 boyunca ge\u00e7 kalmakla pek tan\u0131\u015fmamal\u0131, s\u0131n\u0131fta ders haz\u0131rl\u0131\u011f\u0131, \u00e7anta, kitap, bilgisayar kar\u0131\u015ft\u0131rma, yoklama sohbeti, konuyla ba\u011flant\u0131s\u0131z tek kelime dakikli\u011fi bozar. Ders son saniyesine kadar en verimli kullanmal\u0131, vaktin hederi, en y\u00fcce de\u011fer \u00f6m\u00fcr yitimiyle s\u0131n\u0131rl\u0131 kalmaz, ahlak\u0131 ve hayat\u0131 yozla\u015ft\u0131r\u0131r. Yozla\u015fma s\u0131n\u0131fta ba\u015flarsa okula yay\u0131l\u0131r oradan da hayat\u0131n t\u00fcm alanlar\u0131na sirayet ederek kul hakk\u0131 gasp\u0131na sebep olur. \u00c7e\u015fitli bahaneler, dikkat da\u011f\u0131lmalar\u0131, toplant\u0131lar, ayak\u00fcst\u00fc sohbetler, s\u00fcrekli medya takibi, istekleri geri \u00e7evirememe ve ertelemeler, gezegenin en vakit titizi \u00f6\u011fretmeni zaman israf\u00e7\u0131s\u0131 ve bir \u015fey \u00fcretemeyen tembel derekesine d\u00fc\u015f\u00fcr\u00fcr.<\/p>\n\n\n\n<h2><span id=\"8_Beceriklilik\">8. Beceriklilik<\/span><\/h2>\n\n\n\n<p>Genelde hayat, \u00f6zelde \u00f6\u011fretmenlik b\u00fct\u00fcn\u00fcyle \u00e7ok ac\u0131mas\u0131z bir beceriler sava\u015f\u0131d\u0131r. Bu sava\u015fta zafer, becerilerin bilenme derecesine ba\u011fl\u0131d\u0131r. Arap\u00e7a \u00f6\u011fretim problemlerinin \u00fcstesinden gelme, zafer kazanma ve yenilmemek i\u00e7in becerileri ustaca kullanmak gerekir. Ba\u011f\u0131ms\u0131z zihinle bilgileri duygusal i\u015fleme, zorluklar\u0131n \u00fcstesinden gelme becerisini geli\u015ftirir. Bilgi hedefe ula\u015fmak i\u00e7in kullan\u0131l\u0131rsa \u00f6\u011frenci becerikli olur, bilgi i\u015flenmez, organize edilmez ve uygulanmazsa beceriler geli\u015fmez. Planlama, organize etme, karar verme ve problem \u00e7\u00f6zme becerileri geli\u015ftik\u00e7e bilgiyi kullanma ve g\u00fcc\u00fcnden faydalanma zevki artar. Bilgiyi hedefe g\u00f6t\u00fcren ba\u015far\u0131l\u0131 sonu\u00e7lar i\u00e7in kullanma, b\u00fcy\u00fck hedefler hayal etme, denemeler yapama, zorluklar\u0131 m\u00fczakere etme, yeni yakla\u015f\u0131mlar ke\u015ffetme, hedefe uyarlama becerikli yapar. Ancak notlar, y\u00fcksek test puanlar\u0131, beceriklili\u011fin g\u00fcvenilir g\u00f6stergesi de\u011fildir. \u00c7\u00fcnk\u00fc beceriklilik, bili\u015fsel birikimden daha fazlas\u0131n\u0131 gerektirir, entelekt\u00fcel olma kadar, bilgiyi duygusal i\u015fleyebilme yetene\u011fi ve stres alt\u0131nda en uygun tepkiyi verebilmektir.<\/p>\n\n\n\n<h2><span id=\"9_Tedbirlilik\">9. Tedbirlilik<\/span><\/h2>\n\n\n\n<p>Her ba\u015far\u0131l\u0131, ba\u015far\u0131ya ilk ad\u0131m\u0131n\u0131 tedbir alarak atar ve zamanla her \u015feyi bunun \u00fczerine usul\u00fcnce ince dikkat ve keskin zek\u00e2yla kurar. Metotlu \u00f6\u011fretmenin \u00f6zelli\u011fi olan tedbirlilik; her i\u015fi sistemli, dikkatlice, titizlikle ve s\u0131ral\u0131 bir d\u00fczende yapmakt\u0131r. Ba\u015far\u0131 i\u00e7in her \u00f6\u011fretim hamlesinin nereye varaca\u011f\u0131n\u0131n \u00f6nceden bilme ve y\u00f6netici tedbirler alma temel mant\u0131k ilkesidir. \u00d6\u011fretime \u00f6\u011frencilerin varaca\u011f\u0131 son hedefi g\u00f6rerek ba\u015flama tedbirli \u00f6\u011fretmenin mizac\u0131d\u0131r. Hep hedefi g\u00f6z \u00f6n\u00fcnde bulundurur, ger\u00e7ekle\u015ftirici \u00e7areler denetiminde ilerler. Tedbirlilik; duygular\u0131 sakinle\u015ftirme, riskleri hesaplama, se\u00e7enekleri \u00e7o\u011faltma, d\u0131\u015f etkileri dikkate alma gibi bir\u00e7ok bile\u015feni hesaplayarak ihtiyatl\u0131 iyi kararlar alma becerisidir. Karar alma s\u00fcrecinde duygular bast\u0131r\u0131l\u0131r, stres kontrol edilir, \u00f6fke veya \u00fcz\u00fcnt\u00fcye bo\u011fulmadan, ihtiyatla yer ve zamana en uygunu se\u00e7ilir. \u00dczg\u00fcn, \u015fa\u015fk\u0131n ve savunmac\u0131 duygular, pi\u015fman olunacak olumsuz tepki ve zihinsel hatalara neden olur. T\u00fcm farkl\u0131 bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131 bulma ve kullanma arac\u0131 olan sakinlik, her tedbirli karar\u0131n esas\u0131n\u0131 olu\u015fturur.<\/p>\n\n\n\n<h2><span id=\"10_Basiretlilik\">10. Basiretlilik<\/span><\/h2>\n\n\n\n<p>Basiret; ger\u00e7ekleri ak\u0131l ve kalple sezip anlama, sa\u011fduyu, adalet, metanet ve miza\u00e7 gibi erdemleri kullanma \u015feklini y\u00f6neten temel erdemdir. Basiretlilik; ak\u0131ll\u0131ca kararlar alma, ger\u00e7e\u011fi \u00f6nceden g\u00f6rme, ince kavrama, dirayet ve ustal\u0131kla s\u00fcreci y\u00f6netmektir. Basiretlili\u011fi sa\u011flam vicdani hayat tarz\u0131 haline getirenler, daha az \u00e7abayla daha \u00e7ok \u015feyi ba\u015far\u0131rlar. Sa\u011fduyunun etkin belirtisi, ba\u015fkalar\u0131yla kararl\u0131 \u015fekilde akademik me\u015fguliyet ve dengeli destek i\u00e7in en uygun an\u0131 yakalamakt\u0131r. Basiretli, \u00f6ncelikli akademik ihtiya\u00e7lar\u0131n\u0131 kar\u015f\u0131layan etkin kararlar almaya odaklan\u0131r, s\u0131n\u0131fta iyi bir dan\u0131\u015fman olur ve sayg\u0131n kararlar al\u0131r, problemleri sa\u011fduyulu muhakemeyle \u00e7\u00f6zer. Zorluk \u00e7eken ve ekstra deste\u011fe ihtiyac\u0131 olan \u00f6\u011frencilere yard\u0131mc\u0131 olur. Anla\u015fmazl\u0131klar\u0131 sa\u011fduyuyla \u00e7\u00f6zer, ba\u015fkalar\u0131n\u0131n fikrini yanl\u0131\u015f veya de\u011fersiz g\u00f6rmeden sayg\u0131yla dinler ve otoriter \u00e7\u00f6z\u00fcmler \u00fcretir. Her ikisi de insan e\u011fiten usta ile \u00f6\u011fretmen aras\u0131ndaki fark sadece basirettir. Usta, \u00e7\u0131ra\u011f\u0131na sadece beklentileri \u00f6\u011freterek usta, \u00f6\u011fretmen \u00f6\u011frencisinin beklentilerini ger\u00e7ekle\u015ftirece\u011fi duygular\u0131n\u0131 uyand\u0131rarak basiretli yapar.<\/p>\n\n\n\n<h2><span id=\"11_Disiplinlilik\">11. Disiplinlilik<\/span><\/h2>\n\n\n\n<p>Disiplin; yaz\u0131l\u0131 veya yaz\u0131s\u0131z t\u00fcm hayat kurallar\u0131na titiz ve \u00f6zenle uyma, sorumluluklar\u0131 tam yerine getirme enerjisidir. Disiplini s\u0131k\u0131 otoriter yapt\u0131r\u0131mlar anlam\u0131yla de\u011fil, \u00f6\u011fretimin ba\u015f\u0131ndan \u00f6\u011frenciler son hedeflerine var\u0131ncaya kadar zorunlu izlenen program olarak anlamak do\u011frudur. Her \u00f6\u011frencinin programdan adil ve verimli faydalanmas\u0131n\u0131 sa\u011flar, \u00f6\u011frenmeyi kolayla\u015ft\u0131r\u0131r. Bu nedenle yerine g\u00f6re performans\u0131 art\u0131r\u0131c\u0131 bir tebess\u00fcm, odaklay\u0131c\u0131 bir s\u00f6z, d\u00fczenli al\u0131\u015ft\u0131rmalar, uyuma, kalkma ve beslenme saatlerine uyma, sa\u011fl\u0131\u011fa dikkat, literat\u00fcr\u00fc takip etme gibi her davran\u0131\u015f disiplin say\u0131l\u0131r. Akademik kurallar\u0131 uygulama, g\u00fcvenli ve verimli \u00f6\u011frenim ortam\u0131 sa\u011flama, \u00f6\u011frencilerin sorumluluk ve s\u0131n\u0131rl\u0131l\u0131klar\u0131n\u0131 bileme, hedeflere en az \u00e7aba ve en k\u0131sa zamanda ula\u015fmay\u0131 sa\u011flayan disiplin kurallar\u0131d\u0131r. M\u00fckemmel \u00f6\u011fretmen; bilgisi engin, \u00f6\u011frencileri ba\u015far\u0131l\u0131, zengin kaynaklar\u0131 olan de\u011fil, t\u00fcm bunlara ruh veren disiplinli oland\u0131r. Disiplin olmazsa s\u0131n\u0131fta d\u00fczensizlik rahats\u0131zl\u0131\u011fa, rahats\u0131zl\u0131k ba\u015far\u0131s\u0131zl\u0131\u011fa neden olur, t\u00fcm \u00e7abalar de\u011fersizle\u015fir, \u00f6\u011frenci nitelik kazanmaz, t\u00fcm zaman, emek ve gayretler bo\u015fa gider. Disiplinsiz ortamda kurallara uymayan, ders \u00e7al\u0131\u015fmayan ve \u00f6devini yapmayan, en de\u011ferli \u00f6\u011frenme f\u0131rsatlar\u0131n\u0131 ka\u00e7\u0131rmakla kalmaz, ba\u015fkalar\u0131na da zarar verir. \u00d6\u011fretim cezayla de\u011fil, disiplin te\u015fvikiyle y\u00f6netilir, her \u00f6\u011frencinin aidiyet duygusu etkin kullan\u0131larak istikrar sa\u011flan\u0131r. K\u0131saca disiplin, <em>\u201cba\u015far\u0131l\u0131 bir \u00f6\u011fretmenin bilgiyi basitle\u015ftirme ustas\u0131 ve davran\u0131\u015fta basitlik d\u00fc\u015fman\u0131\u201d<\/em> (Kishor, 2015) olmas\u0131d\u0131r.<\/p>\n\n\n\n<h2><span id=\"12_Dusuncelilik\">12. D\u00fc\u015f\u00fcncelilik<\/span><\/h2>\n\n\n\n<p>D\u00fc\u015f\u00fcncelilik; dikkatli, sakince d\u00fc\u015f\u00fcnmeyi \u00f6nemli bir karakter haline getirme, ba\u015fkalar\u0131na kar\u015f\u0131 nazik, s\u0131cak kalpli, sayg\u0131l\u0131, sempatik ve insanc\u0131l olman\u0131n ki\u015fiye kazand\u0131rd\u0131\u011f\u0131 kalitedir. Derin d\u00fc\u015f\u00fcnen \u00f6\u011fretmen, ders uygulamalar\u0131n\u0131 geli\u015ftirir, yapt\u0131\u011f\u0131 her \u015feyi daha verimli ve iyi yaparak \u00f6\u011frencilere rol model olur. \u0130yi bir \u00f6\u011fretmen olmak i\u00e7in bilgi, kimlik, deneyim ve zek\u00e2ya sahip olma etkiliyse de yeterli de\u011fildir. As\u0131l bu nitelikleri d\u00fczenleyen ele\u015ftirel d\u00fc\u015f\u00fcnmeyle m\u00fckemmel bir \u00f6\u011fretmen olunur. Ele\u015ftirel d\u00fc\u015f\u00fcnme ise ustal\u0131kla olgu ve olaylar\u0131 analiz etme, de\u011ferlendirerek yeniden yap\u0131land\u0131rma, herhangi bir konu, i\u00e7erik veya problemi d\u00fc\u015f\u00fcnme kalitesini geli\u015ftirmedir. Ele\u015ftirel d\u00fc\u015f\u00fcnebilen kendini y\u00f6netir, disiplinini sa\u011flar ve kendini izleyerek d\u00fczeltip m\u00fckemmelle\u015fir. Bilgiyi sistematik bi\u00e7imde tasnif eder, birimlere ay\u0131rarak inceler, en bilin\u00e7li tarzda de\u011ferlendirir ve delillerle destekler. \u00d6\u011frenciden ne \u00e7ok \u015fey bekler ne de kapasitesinin alt\u0131nda kalmas\u0131n\u0131 ister, ya\u015fad\u0131\u011f\u0131 zorluklar\u0131 bilir, elinden gelenin en iyisini yapmas\u0131n\u0131 ister, bunu \u00f6\u011frenci onay\u0131yla de\u011fil, kendi ilerleme hedefine g\u00f6re belirler, al\u0131\u015f\u0131lm\u0131\u015f\u0131n \u00f6tesinde yeni denemeler yapar ve her zaman geli\u015fme, ilerleme \u00e7abas\u0131 i\u00e7inde olur.<\/p>\n\n\n\n<blockquote class=\"wp-block-quote\"><p><strong>Bu makaleyi okuyanlar i\u00e7in tavsiye yaz\u0131lar:<br><a href=\"https:\/\/www.emedrese.com.tr\/blog\/nasil-arapca-ogrenebilirim-2\/\" target=\"_blank\" rel=\"noopener\" title=\"Nas\u0131l Arap\u00e7a \u00d6\u011frenebilirim?\">Nas\u0131l Arap\u00e7a \u00d6\u011frenebilirim?<br><\/a><a href=\"https:\/\/www.emedrese.com.tr\/blog\/arapca-sozluk-kullanim-teknikleri\/\" target=\"_blank\" rel=\"noopener\" title=\"Arap\u00e7a S\u00f6zl\u00fck Kullan\u0131m Teknikleri\">Arap\u00e7a S\u00f6zl\u00fck Kullan\u0131m Teknikleri<br><\/a><a href=\"https:\/\/www.emedrese.com.tr\/blog\/arapcaya-dair-hersey\/\" target=\"_blank\" rel=\"noopener\" title=\"Arap\u00e7aya Dair Her \u015eey\">Arap\u00e7aya Dair Her \u015eey<br><\/a><a href=\"https:\/\/www.emedrese.com.tr\/blog\/arapca-okuma-hizini-arttirma-teknikleri\/\" target=\"_blank\" rel=\"noopener\" title=\"Arap\u00e7a Okuma H\u0131z\u0131n\u0131 Artt\u0131rma Teknikleri\">Arap\u00e7a Okuma H\u0131z\u0131n\u0131 Artt\u0131rma Teknikleri<\/a><\/strong><\/p><\/blockquote>\n\n\n\n<p><strong>Kaynak\u00e7a<\/strong><\/p>\n\n\n\n<p>Baltac\u0131o\u011flu, \u0130. (1995). <em>Talim ve Terbiyede \u0130nk\u0131lap.<\/em> Ankara: Mill\u00ee E\u011fitim Bas\u0131mevi.<br>Dolton, P., Marcenaro, O., De Vries, R., &amp; She, P.-W. (2018). <em>The Gobal Teacher Status \u0130ndex 2018, Table OLS Regression of Respect Rank.<\/em> London : The Varkey Foundation.<br>Kishor, V. (2015). <em>Inspiring Thoughts of Great Educational Thinkers.<\/em> Pune \/ Mahara\u015ftra: Amitesh Publishers &amp; Company.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u0130&ccedil;indekilerG\u0130R\u0130\u015e1. Sayg\u0131nl\u0131k2. Se\u00e7kinlik3. Ba\u015farmak4. Kararl\u0131l\u0131k5. \u00d6l\u00e7\u00fcl\u00fcl\u00fck6. Ba\u011f\u0131\u015flay\u0131c\u0131l\u0131k7. Dakiklik8. Beceriklilik9. Tedbirlilik10. Basiretlilik11. Disiplinlilik12. D\u00fc\u015f\u00fcncelilik G\u0130R\u0130\u015e Bu makale, ilgisiz ve yetkisiz medyan\u0131n nerdeyse y\u00fczy\u0131llard\u0131r \u00f6z\u00fcn\u00fc a\u015f\u0131nd\u0131r\u0131p kaybettirdi\u011fi, kavramlar\u0131n\u0131n hassasiyet yitimiyle zorla\u015ft\u0131rd\u0131\u011f\u0131 Arap\u00e7a \u00f6\u011fretiminin sorunlar\u0131n\u0131n stratejik \u00e7\u00f6z\u00fcm\u00fc i\u00e7in yeniden \u00f6\u011fretmenlik \u00f6l\u00e7\u00fctlerinin yap\u0131land\u0131r\u0131lmas\u0131n\u0131 i\u015fler. \u00d6\u011fretmen, Arap\u00e7a \u00f6\u011fretiminin omurgas\u0131d\u0131r, sistem onun teknikleriyle d\u00fczenlenir, ara\u00e7lar onun eliyle bi\u00e7imlenir, \u00e7\u00f6z\u00fcm\u00fcn oda\u011f\u0131nda hep [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":4203,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[7],"tags":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/posts\/3868"}],"collection":[{"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/users\/12"}],"replies":[{"embeddable":true,"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/comments?post=3868"}],"version-history":[{"count":3,"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/posts\/3868\/revisions"}],"predecessor-version":[{"id":5048,"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/posts\/3868\/revisions\/5048"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/media\/4203"}],"wp:attachment":[{"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/media?parent=3868"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/categories?post=3868"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.emedrese.com.tr\/blog\/wp-json\/wp\/v2\/tags?post=3868"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}