Course Detail

Course Description Course Outline Course Contribution to Program Qualifications Assessment Methods ECTS-Workload Detail Informations of the Course Numerical Data

Course Description

Course	Code	Semester	T+P (Hour)	Credit	ECTS
CLASSROOM MANAGEMENT	ELT3116397	Fall Semester	3+0	3	4

Course Program

Çarşamba 13:30-14:15

Çarşamba 14:30-15:15

Çarşamba 15:30-16:15

Prerequisites Courses
Recommended Elective Courses

Language of Course	English
Course Level	First Cycle (Bachelor's Degree)
Course Type	Required
Course Coordinator	Assoc.Prof. Aynur KESEN MUTLU
Name of Lecturer(s)	Assoc.Prof. Aynur KESEN MUTLU
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 to the course and 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,Discipline without Stress Punishments or Rewards,Building Community,Inner Discipline and Positive Behavior Support, Conflict Resolution and Peer Mediation,Judicious Discipline,Research-Based Best Practices in Classroom Management,Creating Your Own System.

Course Learning Outcomes	Teaching Methods	Assessment Methods
Comprehends the basic concepts of classroom management.	10, 12, 19, 5, 7, 9	C, D, H
Relates models related to classroom management and discipline.	10, 12, 19, 5, 7, 9	C, D, 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, 19, 5, 7, 9	C, D, H
Analyze student motivation in the classroom and ways to create a positive classroom and learning climate.	10, 12, 19, 5, 7, 9	C, D, H
Identifies the teacher as an instructional leader in the classroom.	10, 12, 20, 37, 5, 9	A, D, E, F, H
Comprehends time management in the classroom.	10, 12, 19, 5, 7, 9	C, D, H

Teaching Methods:	10: Discussion Method, 12: Problem Solving Method, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 37: Computer-Internet Supported Instruction, 5: Cooperative Learning, 7: Self-regulated learning, 9: Lecture Method
Assessment Methods:	A: Traditional Written Exam, C: Multiple-Choice Exam, D: Oral Exam, E: Homework, F: Project Task, H: Performance Task

Course Outline

Order	Subjects	Preliminary Work
1	Introduction to the course and Changing Views of Classroom Management	Ch 1 Behavioral Approaches to CM
2	Behavioral Approaches to Classroom Management	Ch 2 Behavioral Approaches to CM
3	Assertive Discipline	Ch 3 Assertive Discipline
4	Positive Classroom Discipline	Ch 4 Positive Classroom Discipline, p. 61
5	Logical Consequences	Ch 5 Logical Consequences, p.80
6	Discipline with Dignity	Ch 6. Discipline with Dignity, p. 99
7	Classroom Organization and Management Program	Ch. 7 Classroom Organization and Management Program, p.117
8	Discipline without Stress Punishments or Rewards	Ch. 9 Discipline without Stress Punishments or Rewards p. 155
9	Building Community	Ch. 8 Building Community p. 139
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. Purwanti, E., & Vania, G. (2021). Classroom management: Applying appropriate strategies to enhance effective teaching. Journal of Foreign Language Teaching and Learning, 6(1), 78-93. Nazari, M., Zohoorian, Z., & Faravani, A. (2021). Patterns of teaching empowerment and classroom management among successful EFL teachers. International Journal of Research in Teacher Education, 12(2), 36-52. Aydın, A. (2015). Özel eğitim sınıflarında sınıf yönetimi.Ankara:Vize yayıncılık.

Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English language teaching, 9(1), 163-172. * Marmoah, S., & Denmar, D. (2017). The analysis of classroom management in teaching English. IOSR Journal of Humanities and Social Science, 22(1), 72-78. * 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
No	Program Qualification	1	2	3	4	5
1	Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language.				X
2	Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally.				X
3	Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences.				X
4	Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings.					X
5	Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account.				X
6	Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes.				X
7	Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions.				X
8	Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives.			X
9	Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations.				X
10	Critically evaluates professional practices and identifies learning needs in line with continuous professional development.					X
11	Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings.		X
12	Identifies professional development needs in the field and undertakes responsibility for lifelong learning.					X
13	Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality.

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	3	42
Guided Problem Solving	0	0	0
Resolution of Homework Problems and Submission as a Report	2	6	12
Term Project	3	5	15
Presentation of Project / Seminar	2	6	12
Quiz	0	0	0
Midterm Exam	1	12	12
General Exam	1	14	14
Performance Task, Maintenance Plan	0	0	0
Total Workload(Hour)			107
*Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30=(107/30)**			4
ECTS of the course: 30 hours of work is counted as 1 ECTS credit.

Detail Informations of the Course