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
Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field.
X
2
Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance.
X
3
Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory.
X
4
Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance.
X
5
When faced with a problem in the profession, he /she analyzes and solves it with scientific methods.
X
6
When faced with a problem in the profession, he/she solves it by oneself.
X
7
Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession.
X
8
Follows the developments about the profession and has the principle of lifelong learning.
X
9
Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession.
X
10
When faced with a problem, he/she formulates it in a written form or verbally.
X
11
Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings.
X
12
Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field.
13
Knows basic consepts in Psychological Counseling and Guidance field.
X
14
Applies basic skills in Psychological Counseling and Guidance field.
X
15
Uses psychological measurement tools in accordance with their purpose and ethical principles.
X
16
Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods.
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
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
-
Spring 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)
Assoc.Prof. Dilara DEMİRBULAK
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
Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field.
X
2
Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance.
X
3
Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory.
X
4
Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance.
X
5
When faced with a problem in the profession, he /she analyzes and solves it with scientific methods.
X
6
When faced with a problem in the profession, he/she solves it by oneself.
X
7
Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession.
X
8
Follows the developments about the profession and has the principle of lifelong learning.
X
9
Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession.
X
10
When faced with a problem, he/she formulates it in a written form or verbally.
X
11
Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings.
X
12
Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field.
13
Knows basic consepts in Psychological Counseling and Guidance field.
X
14
Applies basic skills in Psychological Counseling and Guidance field.
X
15
Uses psychological measurement tools in accordance with their purpose and ethical principles.
X
16
Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods.
