Information Package / Course Catalogue
| Guidance and Psychological Counseling | |||||
| 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) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | |||||
| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | |||||
| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | |||||
| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | |||||
| 5) Competence in vocational guidance and counseling practices. | |||||
| 6) Understanding of human relations and interaction. | |||||
| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | |||||
| 8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | |||||
| 9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | |||||
| 10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | |||||
| 11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | |||||
| 12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | N | |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | H | Presentation |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | H | Presentation |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | N | |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | S | Participation |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | N | |
| 8) | Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | S | HW |
| 9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | N | |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | N | |
| 11) | Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | H | Exam |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | N |
| Prepared by and Date | SERVET ALTAN , February 2024 |
| Course Coordinator | SERVET ALTAN |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. SERVET ALTAN |
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 | ||||||