Course Detail
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 | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Metin KAYA |
| Name of Lecturer(s) | Assoc.Prof. Hamiyet SAYAN |
| 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | 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 | - | Fall 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. Hamiyet SAYAN |
| 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 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching. It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching. It compares the theories in its field and lists the strengths and weaknesses of each theory verbally. | X | |||||
| 2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | X | |||||
| 3 | A problem he faces professionally, he analyzes and solves it based on scientific methods. He solves a problem he faces professionally on his own. It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not. | X | |||||
| 4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | X | |||||
| 5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary. When he encounters a problem, he formulates it in writing or verbally. He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment. He speaks at least B1 level English to monitor international professional developments. | X | |||||
| 6 | He knows the basic concepts of his profession. Applies basic skills related to his profession. It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles. In a professional subject, it conducts research by choosing the appropriate research method. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |