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) | Prof.Dr. Gülden UYANIK |
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 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | ||||||
7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | ||||||
9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | ||||||
11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | ||||||
12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. |
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) | Prof.Dr. Gülden UYANIK |
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 | Has knowledge of scientific and current theories, concepts and practices in the field of early childhood education. | X | |||||
2 | Has knowledge of the curriculum, teaching strategies, methods and techniques, and measurement and evaluation in the field of early childhood education. | X | |||||
3 | Has knowledge of children's development and learning characteristics and learning difficulties. | X | |||||
4 | Applies appropriate teaching strategies, methods and techniques according to early childhood developmental characteristics and individual differences. | X | |||||
5 | Organizes learning environments suitable for children's development and needs, designs educational materials, and evaluates children's achievements in multiple aspects. | X | |||||
6 | Identifies and analyzes problems related to early childhood education and develops solutions based on evidence and scientific research. | ||||||
7 | Effectively fulfills responsibilities in individual and group work to solve problems related to early childhood; uses strengths and improves weaknesses. | X | |||||
8 | Determines learning needs, uses ways to access information effectively, and develops positive attitude towards lifelong learning. | ||||||
9 | Works with people related to the field in professional projects or activities for the social environment, with the awareness of serving the society; becomes a model for society with his appearance, attitude and behavior. | ||||||
10 | Uses Turkish language effectively and in accordance with its rules; communicates effectively with the environment using information and communication technologies. | ||||||
11 | Shows professionally, scientifically and ethically appropriate behaviors with human rights, children's rights and democracy conscious. | ||||||
12 | Acts in accordance with quality management and workplace safety processes in early childhood education; establishes personal and institutional interactions to provide the safe school environment and protect environment. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |