This course aims to help students acquire skills for effective classroom management by addressing the theories and basic concepts of managing the classroom environment.
Course Content
This course contains; Introduction,Changing Views of Classroom Management,Behavioral Approaches to Classroom Management,Assertive Discipline,Positive Classroom Discipline,Logical Consequences,Discipline with Dignity,Classroom Organization and Management Program,Building Community,Discipline without Stress Punishments or Rewards,Inner Discipline and Positive Behavior Support, Conflict Resolution and Peer Mediation,Judicious Discipline,Research-Based Best Practices in Classroom Management,Creating Your Own System.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Comprehends the basic concepts of classroom management.
10, 12, 20, 37, 5, 9
A, D, E, F, H
Relates models related to classroom management and discipline.
10, 12, 20, 37, 5, 9
A, D, E, F, H
Explains the principles of managing student behavior in the classroom and the effective factors in the process of communication and interaction in the classroom.
10, 12, 20, 37, 5, 9
A, D, E, F, H
Analyze student motivation in the classroom and ways to create a positive classroom and learning climate.
10, 12, 20, 37, 5, 9
A, D, E, F, H
Identifies the teacher as an instructional leader in the classroom.
A: Traditional Written Exam, D: Oral Exam, E: Homework, F: Project Task, H: Performance Task
Course Outline
Order
Subjects
Preliminary Work
1
Introduction
Terms & Concepts
2
Changing Views of Classroom Management
Ch 1 Behavioral Approaches to CM
3
Behavioral Approaches to Classroom Management
Ch 2 Behavioral Approaches to CM
4
Assertive Discipline
Ch 3 Assertive Discipline
5
Positive Classroom Discipline
Ch 4 Positive Classroom Discipline, p. 61
6
Logical Consequences
Ch 5 Logical Consequences, p.80
7
Discipline with Dignity
Ch 6. Discipline with Dignity, p. 99
8
Classroom Organization and Management Program
Ch. 7 Classroom Organization and Management Program, p.117
9
Building Community
Ch. 8 Building Community p. 139
9
Discipline without Stress Punishments or Rewards
Ch. 9 Discipline without Stress Punishments or Rewards p. 155
10
Inner Discipline and Positive Behavior Support
Ch. 10 Inner Discipline and Positive Behavior Support p. 181
11
Conflict Resolution and Peer Mediation
Ch.12 Conflict Resolution and Peer Mediation p. 214
12
Judicious Discipline
Ch. 13 Judicious Discipline p. 231
13
Research-Based Best Practices in Classroom Management
Ch.14 Research-Based Best Practices in Classroom Management, p. 253
14
Creating Your Own System
Ch 15 Creating Your Own System p. 271
Resources
Hardin, C. (2011). Effective Classroom Management. New Jersey: Pearson Education Inc.
Aydın, A. (2015). Özel eğitim sınıflarında sınıf yönetimi.Ankara:Vize yayıncılık.
Wong, Harry K. & Wong, Rosemary T., 2009. The First Days of School: How To Be An Effective Teacher. Singapore: Harry K. Wong Publications, Inc. ISBN: 978-0-9764233-1-7
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Can verbally express the specific terms and concepts in the field of teaching English
X
2
Can verbally express the basic concepts, principles and techniques in the field of teaching English
X
3
Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie.
X
4
Can apply the necessary techniques in solving the problems encountered in the field of teaching English
X
5
Can analyze and solve a field-related problem by following scientific steps.
X
6
Can solve a field-related problem on his own
X
7
Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps
X
8
Follows the developments in his field in the light of life-long learning principle
X
9
Consults colleagues in the process of finding solutions to a field-related problem.
X
10
Can formulate a problem encountered both verbally and non-verbally.
X
11
By having social responsibility, makes use of professional experiences in solving problems.
X
12
Knows the basic terminology
X
13
Applies the basic skills
X
14
Can effectively use language learning strategies
X
15
Knows the characteristics and structure of human language
X
16
Has native like fluency
X
17
Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus,
X
18
Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary.
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
0
0
0
Resolution of Homework Problems and Submission as a Report
2
6
12
Term Project
2
4
8
Presentation of Project / Seminar
2
6
12
Quiz
0
0
0
Midterm Exam
1
8
8
General Exam
1
10
10
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
78
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30)
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
-
Fall Semester
2+0
2
3
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of Course
English
Course Level
First Cycle (Bachelor's Degree)
Course Type
Required
Course Coordinator
Assist.Prof. İlknur EĞİNLİ
Name of Lecturer(s)
Assist.Prof. İlknur EĞİNLİ
Assistant(s)
Aim
This course aims to help students acquire skills for effective classroom management by addressing the theories and basic concepts of managing the classroom environment.
Course Content
This course contains; Introduction,Changing Views of Classroom Management,Behavioral Approaches to Classroom Management,Assertive Discipline,Positive Classroom Discipline,Logical Consequences,Discipline with Dignity,Classroom Organization and Management Program,Building Community,Discipline without Stress Punishments or Rewards,Inner Discipline and Positive Behavior Support, Conflict Resolution and Peer Mediation,Judicious Discipline,Research-Based Best Practices in Classroom Management,Creating Your Own System.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Comprehends the basic concepts of classroom management.
10, 12, 20, 37, 5, 9
A, D, E, F, H
Relates models related to classroom management and discipline.
10, 12, 20, 37, 5, 9
A, D, E, F, H
Explains the principles of managing student behavior in the classroom and the effective factors in the process of communication and interaction in the classroom.
10, 12, 20, 37, 5, 9
A, D, E, F, H
Analyze student motivation in the classroom and ways to create a positive classroom and learning climate.
10, 12, 20, 37, 5, 9
A, D, E, F, H
Identifies the teacher as an instructional leader in the classroom.
A: Traditional Written Exam, D: Oral Exam, E: Homework, F: Project Task, H: Performance Task
Course Outline
Order
Subjects
Preliminary Work
1
Introduction
Terms & Concepts
2
Changing Views of Classroom Management
Ch 1 Behavioral Approaches to CM
3
Behavioral Approaches to Classroom Management
Ch 2 Behavioral Approaches to CM
4
Assertive Discipline
Ch 3 Assertive Discipline
5
Positive Classroom Discipline
Ch 4 Positive Classroom Discipline, p. 61
6
Logical Consequences
Ch 5 Logical Consequences, p.80
7
Discipline with Dignity
Ch 6. Discipline with Dignity, p. 99
8
Classroom Organization and Management Program
Ch. 7 Classroom Organization and Management Program, p.117
9
Building Community
Ch. 8 Building Community p. 139
9
Discipline without Stress Punishments or Rewards
Ch. 9 Discipline without Stress Punishments or Rewards p. 155
10
Inner Discipline and Positive Behavior Support
Ch. 10 Inner Discipline and Positive Behavior Support p. 181
11
Conflict Resolution and Peer Mediation
Ch.12 Conflict Resolution and Peer Mediation p. 214
12
Judicious Discipline
Ch. 13 Judicious Discipline p. 231
13
Research-Based Best Practices in Classroom Management
Ch.14 Research-Based Best Practices in Classroom Management, p. 253
14
Creating Your Own System
Ch 15 Creating Your Own System p. 271
Resources
Hardin, C. (2011). Effective Classroom Management. New Jersey: Pearson Education Inc.
Aydın, A. (2015). Özel eğitim sınıflarında sınıf yönetimi.Ankara:Vize yayıncılık.
Wong, Harry K. & Wong, Rosemary T., 2009. The First Days of School: How To Be An Effective Teacher. Singapore: Harry K. Wong Publications, Inc. ISBN: 978-0-9764233-1-7
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Can verbally express the specific terms and concepts in the field of teaching English
X
2
Can verbally express the basic concepts, principles and techniques in the field of teaching English
X
3
Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie.
X
4
Can apply the necessary techniques in solving the problems encountered in the field of teaching English
X
5
Can analyze and solve a field-related problem by following scientific steps.
X
6
Can solve a field-related problem on his own
X
7
Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps
X
8
Follows the developments in his field in the light of life-long learning principle
X
9
Consults colleagues in the process of finding solutions to a field-related problem.
X
10
Can formulate a problem encountered both verbally and non-verbally.
X
11
By having social responsibility, makes use of professional experiences in solving problems.
X
12
Knows the basic terminology
X
13
Applies the basic skills
X
14
Can effectively use language learning strategies
X
15
Knows the characteristics and structure of human language
X
16
Has native like fluency
X
17
Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus,
X
18
Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary.
