| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | EDS 302 | ||||
| Course Title in English | Classroom Management | ||||
| Course Title in Turkish | Sınıf Yönetimi | ||||
| Language of Instruction | EN | ||||
| Type of Course | Flipped Classroom | ||||
| Level of Course | Intermediate | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 93 hours per semester | ||||
| Number of Credits | 4 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites |
EDS 101 - Introduction to Educational Sciences EDS 103 - Educational Psychology |
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| Expected Prior Knowledge | Educational Psychology EDS 103 | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | Upon successful completion of the course, the learner is expected to be able to: --understand the definition of classroom management --understand the principals of physical design in a classroom --understand the principals of Rules and Routines in a classroom --understand the principals of Building relationships (students, parents, co-workers) --understand the principals of engaging Instruction in terms of classroom management --address discipline issues --plan for a lesson --plan for professional development | ||||
| Course Description | This course covers both theoretical and practical aspects of Classroom Management The primary goal of this course is to help teachers become effective classroom managers. Each chapter concentrates on one of the key areas depicted in this model and its importance to a teacher’s overall classroom management plan. Examples of specific techniques and strategies are presented through examples representing a different grade level and context. | ||||
| Course Description in Turkish | Bu ders, Sınıf Yönetiminin hem teorik hem de pratik yönlerini kapsar Bu dersin temel amacı, öğretmenlerin etkili sınıf yöneticileri olmalarına yardımcı olmaktır. Her bölüm aşağıdakilerden birine odaklanır: Bu modelde gösterilen kilit alanlar ve bir öğretmenin genel sınıf yönetimi planı için önemi. Belirli teknik ve strateji örnekleri, farklı bir sınıf düzeyi ve bağlamı temsil eden örnekler aracılığıyla sunulur. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) Establish positive teacher-student relationships 2) Create a tool-kit of responses for disruptive behaviors 3) Design effective classroom procedures and routines 4) Organize the class physical environment for various learning needs 5) Describe contributing factors to effective classroom management |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||||
| 6) Internalization and dissemination of professional ethical standards. | |||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | SERVET ALTAN , February 2024 |
| Course Coordinator | SERVET ALTAN |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. IŞILAY GÜLLÜ |
| Week | Subject |
| 1) | GETTING TO KNOW YOU / TEACHER AS LEADER AND FACILITATOR |
| 2) | CLASSROOM MANAGEMENT INTRODUCTION TO CM TOPICS AND LANGUAGE |
| 3) | FACILITATING CLASSROOM MANAGEMENT |
| 4) | FACTORS CONTRIBUTING TO EFFECTIVE CLASSROOM MANAGEMENT |
| 5) | NATURAL CONSEQUENCES AND BUILDING COMMUNITY |
| 6) | ESTABLISHING THE PHYSICAL AND EMOTIONAL ENVIRONMENT |
| 7) | FOSTERING RESPONSIBLE BEHAVIOR |
| 8) | RESPONDING TO COMMON BEHAVIOR PROBLEMS |
| 9) | APPROACHES TO CLASSROOM MANAGEMENT (1) |
| 10) | APPROACHES TO CLASSROOM MANAGEMENT (2) |
| 11) | APPROACHES TO CLASSROOM MANAGEMENT (3) |
| 12) | CLASSROOM MANAGEMENT ISSUES: MEDIA AND MESSAGES |
| 13) | COMMUNICATIONS WITH FAMILIES AND COMMUNITY |
| 14) | |
| 15) | |
| 16) | |
| 16) |
| Required/Recommended Readings | Main Textbook: Garrett, T. (2014). Effective Classroom Management -The Essentials Teachers College, Columbia University Supplementary Texts: James S. Cangelosi - Wiley (2014) Classroom Management Strategies, Extra materials and readings will be provided by the instructor. | ||||||||||||||||||
| Teaching Methods | Instructional strategy and expectations for both students and instructional staff that follow from this. Student work modes (independently and/or in teams). Any work with the outside community – geographic or industry sector. | ||||||||||||||||||
| Homework and Projects | Physical Design (15%) Rules and Routines (15%) Engaging Intruction (10%) Parent Emails (10%) Lesson Plan (20%) Final Project (30%) | ||||||||||||||||||
| Laboratory Work | --- | ||||||||||||||||||
| Computer Use | |||||||||||||||||||
| Other Activities | |||||||||||||||||||
| Assessment Methods |
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| Course Administration |
altans@mef.edu.tr Asst. Prof. Dr. Servet Altan, PCG Department |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 1 | 2 | 1 | 56 | ||
| Project | 4 | 3 | 3 | 2 | 32 | ||
| Midterm(s) | 1 | 2 | 2 | 1 | 5 | ||
| Total Workload | 93 | ||||||
| Total Workload/25 | 3.7 | ||||||
| ECTS | 4 | ||||||