Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CLASSROOM MANAGEMENT | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Metin KAYA |
| Name of Lecturer(s) | Assoc.Prof. Metin KAYA |
| Assistant(s) | |
| Aim | The aim of this course is to enable the pre-service teacher to organize their classroom management skills and create a positive classroom climate with what they have learned about classroom management. |
| Course Content | This course contains; basic concepts of classroom management,classroom management and discipline models,behaviour management in class,student motivation and time management entrance,students motivation and time management,defining teacher as a leader,teacher as a leader,teacher parent interaction models,facilitatiing positive learning environment ,factors effective in classroom communication and interaction,examples of positive learning environments,punishment and discipline,classroom management - case studies,best examples to classroom management. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| It explains the fundamental concepts related to classroom management | 10, 16, 9 | A |
| It explain the fundamental dimensions of classroom management | 10, 16, 9 | A |
| Provides examples of effective communication styles in the classroom | 10, 13, 16, 19, 9 | A |
| Gives examples of activities aimed at increasing students' motivation in the classroom | 10, 13, 16, 9 | A |
| Offers examples of effective time management in the classroom | 10, 12, 13, 16, 19, 9 | A |
| Lists the characteristics of the physical environment in the classroom | 10, 12, 16, 19, 9 | A |
| Explains the principles of managing student behaviors. | 10, 12, 13, 16, 19, 9 | A |
| Examines examples of managing student behaviors. | 10, 12, 13, 16, 9 | A |
| Discusses the roles of a leadership teacher in the classroom. | 10, 12, 13, 16, 19, 9 | A |
| Plans teacher-parent and teacher-student consultations. | 10, 13, 16, 9 | A |
| Lists the characteristics of a positive classroom climate. | 10, 12, 13, 16, 9 | A |
| Provides examples of factors influencing classroom management. | 10, 12, 13, 16, 9 | A |
| Discusses classroom management models | 10, 13, 16, 19, 9 | A |
| Evaluates classroom management models | 10, 13, 16, 19, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | basic concepts of classroom management | Reading recommended articles on relevant topic |
| 2 | classroom management and discipline models | Studying classroom discipline and classroom management models |
| 3 | behaviour management in class | Classroom observation of student behavior |
| 4 | student motivation and time management entrance | Reading articles about student motivation and time management |
| 5 | students motivation and time management | Reading articles about student motivation and time management |
| 6 | defining teacher as a leader | Discussions on teacher's role |
| 7 | teacher as a leader | Readings about teacher as an instructional leader |
| 8 | teacher parent interaction models | Reading about school, teacher and parent relations |
| 9 | facilitatiing positive learning environment | Readings about positive classroom and learning environment |
| 10 | factors effective in classroom communication and interaction | Discussions on expectations from the course |
| 11 | examples of positive learning environments | Classroom observation report within the scope of learning environment |
| 12 | punishment and discipline | Thinkpiece about punishment and discipline in education |
| 13 | classroom management - case studies | Readings on setting classroom rules |
| 14 | best examples to classroom management | Searching examples of classroom management |
| Resources |
| Kayıkçı, K. Yücel, C. Gürgan, U. (2012). Sınıf Yönetimi. Anı Yayıncılık |
| Argon T. ve Sezgin Nartgün, Ş. (2021). Sınıf Yönetimi. Pegem. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 7 | 1 | 7 | |||
| Resolution of Homework Problems and Submission as a Report | 7 | 2 | 14 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 5 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 1 | 7 | |||
| General Exam | 14 | 1 | 14 | |||
| Performance Task, Maintenance Plan | 5 | 2 | 10 | |||
| Total Workload(Hour) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CLASSROOM MANAGEMENT | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Metin KAYA |
| Name of Lecturer(s) | Assoc.Prof. Metin KAYA |
| Assistant(s) | |
| Aim | The aim of this course is to enable the pre-service teacher to organize their classroom management skills and create a positive classroom climate with what they have learned about classroom management. |
| Course Content | This course contains; basic concepts of classroom management,classroom management and discipline models,behaviour management in class,student motivation and time management entrance,students motivation and time management,defining teacher as a leader,teacher as a leader,teacher parent interaction models,facilitatiing positive learning environment ,factors effective in classroom communication and interaction,examples of positive learning environments,punishment and discipline,classroom management - case studies,best examples to classroom management. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| It explains the fundamental concepts related to classroom management | 10, 16, 9 | A |
| It explain the fundamental dimensions of classroom management | 10, 16, 9 | A |
| Provides examples of effective communication styles in the classroom | 10, 13, 16, 19, 9 | A |
| Gives examples of activities aimed at increasing students' motivation in the classroom | 10, 13, 16, 9 | A |
| Offers examples of effective time management in the classroom | 10, 12, 13, 16, 19, 9 | A |
| Lists the characteristics of the physical environment in the classroom | 10, 12, 16, 19, 9 | A |
| Explains the principles of managing student behaviors. | 10, 12, 13, 16, 19, 9 | A |
| Examines examples of managing student behaviors. | 10, 12, 13, 16, 9 | A |
| Discusses the roles of a leadership teacher in the classroom. | 10, 12, 13, 16, 19, 9 | A |
| Plans teacher-parent and teacher-student consultations. | 10, 13, 16, 9 | A |
| Lists the characteristics of a positive classroom climate. | 10, 12, 13, 16, 9 | A |
| Provides examples of factors influencing classroom management. | 10, 12, 13, 16, 9 | A |
| Discusses classroom management models | 10, 13, 16, 19, 9 | A |
| Evaluates classroom management models | 10, 13, 16, 19, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | basic concepts of classroom management | Reading recommended articles on relevant topic |
| 2 | classroom management and discipline models | Studying classroom discipline and classroom management models |
| 3 | behaviour management in class | Classroom observation of student behavior |
| 4 | student motivation and time management entrance | Reading articles about student motivation and time management |
| 5 | students motivation and time management | Reading articles about student motivation and time management |
| 6 | defining teacher as a leader | Discussions on teacher's role |
| 7 | teacher as a leader | Readings about teacher as an instructional leader |
| 8 | teacher parent interaction models | Reading about school, teacher and parent relations |
| 9 | facilitatiing positive learning environment | Readings about positive classroom and learning environment |
| 10 | factors effective in classroom communication and interaction | Discussions on expectations from the course |
| 11 | examples of positive learning environments | Classroom observation report within the scope of learning environment |
| 12 | punishment and discipline | Thinkpiece about punishment and discipline in education |
| 13 | classroom management - case studies | Readings on setting classroom rules |
| 14 | best examples to classroom management | Searching examples of classroom management |
| Resources |
| Kayıkçı, K. Yücel, C. Gürgan, U. (2012). Sınıf Yönetimi. Anı Yayıncılık |
| Argon T. ve Sezgin Nartgün, Ş. (2021). Sınıf Yönetimi. Pegem. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |