Information Package / Course Catalogue
| Elementary Mathematics Education | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| 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) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | |||||
| 2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | |||||
| 3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | |||||
| 4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | |||||
| 5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | |||||
| 6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | |||||
| 7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | |||||
| 8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | |||||
| 9) Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | |||||
| 10) Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | |||||
| 11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | |||||
| 12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | |||||
| 13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | |||||
| 14) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. | N | |
| 2) | Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. | N | |
| 3) | Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. | N | |
| 4) | Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. | S | Participation,Presentation |
| 5) | Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. | N | |
| 6) | Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. | H | Exam |
| 7) | Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. | S | Presentation |
| 8) | Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. | N | |
| 9) | Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. | N | |
| 10) | Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. | N | |
| 11) | Have awareness of and sensitivity to different cultures, values and students’ democratic rights. | S | Participation |
| 12) | Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. | N | |
| 13) | Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. | N | |
| 14) | Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. | N |
| Prepared by and Date | SERVET ALTAN , February 2024 |
| Course Coordinator | SERVET ALTAN |
| Semester | Fall |
| Name of Instructor | Öğr. Gör. IŞILAY GÜLLÜ |
Course Contents
| 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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ECTS Student Workload Estimation
| 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 | ||||||