Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CLASSROOM MANAGEMENT | PCG3216918 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The aim of this course is to enable Guidance and Psychological Counseling students to understand the basic principles and approaches of classroom management and to create safe and supportive learning environments through effective communication, a positive classroom climate, preventive guidance, and crisis management skills. |
| Course Content | This course contains; Introduction to the Course and Basic Concepts of Classroom Management: The aim, scope, and relationship of classroom management with the field of guidance and psychological counseling,Classroom Management Approaches: Traditional, contemporary, preventive, and developmental approaches to classroom management,Psychological and Social Dynamics of the Classroom Environment: Student needs, group structure, peer relations, and classroom climate,Creating a Positive Classroom Climate: Trust, belonging, respect, and a supportive learning environment,Effective Teacher-Student Communication: Empathy, active listening, I-language, feedback, and conflict language,Rules, Routines, and Classroom Order: Establishing rules, setting expectations, consistency, and classroom procedures,,Undesired Student Behaviors: Causes, classification, and preventive approaches to student behaviors,Positive Discipline and Behavior Management: Reinforcement, natural consequences, setting boundaries, and developing responsibility,Guidance-Oriented Classroom Management: Preventive guidance, student recognition, individual differences, and support mechanisms,Inclusive Classroom Management: Working with students with different developmental, cultural, academic, and psychosocial characteristics,Conflict, Bullying, and Peer Problems in the Classroom: Conflict resolution, mediation, bullying prevention, and a safe school climate,Classroom Management in Crisis Situations: Anger outbursts, anxiety, trauma, suspected neglect/abuse, and referral processes,Case Analysis and Practice Studies: Evaluation of classroom problem situations from the perspective of guidance and psychological counseling,General Evaluation and Final Discussion: The contribution of classroom management to effective guidance, school climate, and student well-being. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Use effective communication and relationship-building skills to create a positive classroom climate. | C | |
| Explain the basic concepts, principles, and approaches of classroom management. | C | |
| Evaluate the classroom environment in terms of developmental, psychological, and social variables. | C | |
| Analyze undesired student behaviors through preventive guidance and positive discipline approaches. | C | |
| Develop safe, supportive, and solution-oriented intervention strategies for classroom crisis situations. | C |
| Teaching Methods: | |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course and Basic Concepts of Classroom Management: The aim, scope, and relationship of classroom management with the field of guidance and psychological counseling | |
| 2 | Classroom Management Approaches: Traditional, contemporary, preventive, and developmental approaches to classroom management | |
| 3 | Psychological and Social Dynamics of the Classroom Environment: Student needs, group structure, peer relations, and classroom climate | |
| 4 | Creating a Positive Classroom Climate: Trust, belonging, respect, and a supportive learning environment | |
| 5 | Effective Teacher-Student Communication: Empathy, active listening, I-language, feedback, and conflict language | |
| 6 | Rules, Routines, and Classroom Order: Establishing rules, setting expectations, consistency, and classroom procedures | |
| 7 | ||
| 7 | Undesired Student Behaviors: Causes, classification, and preventive approaches to student behaviors | |
| 8 | Positive Discipline and Behavior Management: Reinforcement, natural consequences, setting boundaries, and developing responsibility | |
| 9 | Guidance-Oriented Classroom Management: Preventive guidance, student recognition, individual differences, and support mechanisms | |
| 10 | Inclusive Classroom Management: Working with students with different developmental, cultural, academic, and psychosocial characteristics | |
| 11 | Conflict, Bullying, and Peer Problems in the Classroom: Conflict resolution, mediation, bullying prevention, and a safe school climate | |
| 12 | Classroom Management in Crisis Situations: Anger outbursts, anxiety, trauma, suspected neglect/abuse, and referral processes | |
| 13 | Case Analysis and Practice Studies: Evaluation of classroom problem situations from the perspective of guidance and psychological counseling | |
| 14 | General Evaluation and Final Discussion: The contribution of classroom management to effective guidance, school climate, and student well-being |
| Resources |
| Course notes prepared by the course instructor. |
| Emmer, E. T., & Evertson, C. M. (2017). Classroom Management for Middle and High School Teachers. Pearson. Evertson, C. M., & Weinstein, C. S. (Eds.). (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Routledge. Burden, P. R. (2020). Classroom Management: Creating a Successful K–12 Learning Community. Wiley. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | 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 | 2 | 2 | 4 | |||
| Guided Problem Solving | 14 | 1 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 1 | 14 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 5 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 21 | 21 | |||
| General Exam | 1 | 42 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 105 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(105/30) | 4 | |||||
| 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 | PCG3216918 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. İlker ALTUNBAŞAK |
| Name of Lecturer(s) | Assist.Prof. İlker ALTUNBAŞAK |
| Assistant(s) | |
| Aim | The aim of this course is to enable Guidance and Psychological Counseling students to understand the basic principles and approaches of classroom management and to create safe and supportive learning environments through effective communication, a positive classroom climate, preventive guidance, and crisis management skills. |
| Course Content | This course contains; Introduction to the Course and Basic Concepts of Classroom Management: The aim, scope, and relationship of classroom management with the field of guidance and psychological counseling,Classroom Management Approaches: Traditional, contemporary, preventive, and developmental approaches to classroom management,Psychological and Social Dynamics of the Classroom Environment: Student needs, group structure, peer relations, and classroom climate,Creating a Positive Classroom Climate: Trust, belonging, respect, and a supportive learning environment,Effective Teacher-Student Communication: Empathy, active listening, I-language, feedback, and conflict language,Rules, Routines, and Classroom Order: Establishing rules, setting expectations, consistency, and classroom procedures,,Undesired Student Behaviors: Causes, classification, and preventive approaches to student behaviors,Positive Discipline and Behavior Management: Reinforcement, natural consequences, setting boundaries, and developing responsibility,Guidance-Oriented Classroom Management: Preventive guidance, student recognition, individual differences, and support mechanisms,Inclusive Classroom Management: Working with students with different developmental, cultural, academic, and psychosocial characteristics,Conflict, Bullying, and Peer Problems in the Classroom: Conflict resolution, mediation, bullying prevention, and a safe school climate,Classroom Management in Crisis Situations: Anger outbursts, anxiety, trauma, suspected neglect/abuse, and referral processes,Case Analysis and Practice Studies: Evaluation of classroom problem situations from the perspective of guidance and psychological counseling,General Evaluation and Final Discussion: The contribution of classroom management to effective guidance, school climate, and student well-being. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Use effective communication and relationship-building skills to create a positive classroom climate. | C | |
| Explain the basic concepts, principles, and approaches of classroom management. | C | |
| Evaluate the classroom environment in terms of developmental, psychological, and social variables. | C | |
| Analyze undesired student behaviors through preventive guidance and positive discipline approaches. | C | |
| Develop safe, supportive, and solution-oriented intervention strategies for classroom crisis situations. | C |
| Teaching Methods: | |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course and Basic Concepts of Classroom Management: The aim, scope, and relationship of classroom management with the field of guidance and psychological counseling | |
| 2 | Classroom Management Approaches: Traditional, contemporary, preventive, and developmental approaches to classroom management | |
| 3 | Psychological and Social Dynamics of the Classroom Environment: Student needs, group structure, peer relations, and classroom climate | |
| 4 | Creating a Positive Classroom Climate: Trust, belonging, respect, and a supportive learning environment | |
| 5 | Effective Teacher-Student Communication: Empathy, active listening, I-language, feedback, and conflict language | |
| 6 | Rules, Routines, and Classroom Order: Establishing rules, setting expectations, consistency, and classroom procedures | |
| 7 | ||
| 7 | Undesired Student Behaviors: Causes, classification, and preventive approaches to student behaviors | |
| 8 | Positive Discipline and Behavior Management: Reinforcement, natural consequences, setting boundaries, and developing responsibility | |
| 9 | Guidance-Oriented Classroom Management: Preventive guidance, student recognition, individual differences, and support mechanisms | |
| 10 | Inclusive Classroom Management: Working with students with different developmental, cultural, academic, and psychosocial characteristics | |
| 11 | Conflict, Bullying, and Peer Problems in the Classroom: Conflict resolution, mediation, bullying prevention, and a safe school climate | |
| 12 | Classroom Management in Crisis Situations: Anger outbursts, anxiety, trauma, suspected neglect/abuse, and referral processes | |
| 13 | Case Analysis and Practice Studies: Evaluation of classroom problem situations from the perspective of guidance and psychological counseling | |
| 14 | General Evaluation and Final Discussion: The contribution of classroom management to effective guidance, school climate, and student well-being |
| Resources |
| Course notes prepared by the course instructor. |
| Emmer, E. T., & Evertson, C. M. (2017). Classroom Management for Middle and High School Teachers. Pearson. Evertson, C. M., & Weinstein, C. S. (Eds.). (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Routledge. Burden, P. R. (2020). Classroom Management: Creating a Successful K–12 Learning Community. Wiley. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |