Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|
CLASSROOM MANAGEMENT | PCG3211032 | Spring Semester | 2+0 | 2 | 3 |
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) | Lect. Şenay ÇAYLAN |
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, 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 | 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.
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 |
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 | PCG3211032 | Spring Semester | 2+0 | 2 | 3 |
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) | Lect. Şenay ÇAYLAN |
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, 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 | 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.
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 |
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 |
Numerical Data
Ekleme Tarihi: 04/10/2023 - 14:52Son Güncelleme Tarihi: 22/12/2023 - 12:27
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