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. Halil İbrahim SAĞLAM |
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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
9 | Uses Turkish accurately and effectively. | X | |||||
10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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) | Prof.Dr. Halil İbrahim SAĞLAM |
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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
9 | Uses Turkish accurately and effectively. | X | |||||
10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |