| Course Description |
|
| Course Name |
: |
Theories and Applications in Classroom Management |
|
| Course Code |
: |
SÖ 750 |
|
| Course Type |
: |
Optional |
|
| Level of Course |
: |
Second Cycle |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Fall and Spring (16 Weeks) |
|
| ECTS |
: |
6 |
|
| Name of Lecturer(s) |
: |
Asst.Prof.Dr. MUZAFFER SENCER BULUT ÖZSEZER
|
|
| Learning Outcomes of the Course |
: |
Knows the basic concepts related to classroom management
Knows the communication and interaction in the classroom and applies them
Understands the differences in classroom management models and their application in the classroom
Recognizes the different theories of the discipline in the classroom and makes assessment of their application
Evaluates the discipline approaches in the classroom
Observes and evaluates his/her own and other teachers´ discipline applications in the classrooms
Creates his/her own discipline model
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
This course aims to help student to understand application of classroom management theories, helps them to gain some perspectives about students’ misbehaviours in the classroom also helps them to realise strategies for dealing with misbehaviours according to classroom management theories. |
|
| Course Contents |
: |
This course provides information about classroom management theories and general and spesific information and also teaches to apply classroom management theories in the classroom. The students gain the ability to use these methods for dealing with misbehaviours. |
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
Course room in Education Faculty |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
The aims, dimensions and the importance of classroom management |
None |
Brainstorming and discussion |
|
2 |
Classroom management models |
Literature review and reading related topics |
Discussion and lecture |
|
3 |
General view on classroom management dicipline models |
Literature review and reading related topics to gain a view by analysing discipline models |
Discussion and lecture |
|
4 |
Behavior management model |
Literature review and reading related topics |
Discussion and lecture |
|
5 |
Assertive discipline Model |
Literature review and reading related topics |
Discussion and lecture |
|
6 |
Dreikurs Model |
Literature review and reading related topics |
Discussion and lecture |
|
7 |
Glasser Model |
Literature review and reading related topics |
Discussion and lecture |
|
8 |
Mid-term exam |
Preparing for mid-term exam |
Written exam |
|
9 |
Ginott Model |
Literature review and reading related topics |
Discussion and lecture |
|
10 |
Kounin Model |
Literature review and reading related topics |
Discussion and lecture |
|
11 |
Thomas Gordon and Teacher Effectiveness Model |
Literature review and reading related topics |
Discussion and lecture |
|
12 |
Overall Analysis of Models examined about classroom management |
Writing a report about analysing models examined previous weeks |
Discussion |
|
13 |
Case review on misbehaviours in the classroom |
Observing misbehaviors in any classroom and reporting these observations |
Discussion |
|
14 |
Case review on misbehaviours in the classroom |
Observing misbehaviors in any classroom and reporting these observations |
Discussion |
|
15 |
Assessing teaching approaches related with discipline models |
Writing a report about individual approaches by using discipline models |
Discussion |
|
16/17 |
Final exam |
Preparing for final exam |
Written exam |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Defines scientific research and analysis methods which are used in social sciences. |
0 |
|
2 |
Refers to the 1st- 4th grades primary education class schedules and basic principles. |
3 |
|
3 |
Explains the theories of development and learning within the scope of primary education at 1st- 4th grades. |
2 |
|
4 |
Clarifies teaching strategies, methods and techniques based upon the qualifications of graduation. |
2 |
|
5 |
Explains the interaction among the disciplines related to the field. |
3 |
|
6 |
Describes the teaching principles of the subject areas (Social Studies, Turkish, Science, Mathematics, etc.) of primary education at the 1st - 4th grades at a professional level. |
2 |
|
7 |
Utilizes the combined information about class teaching and different areas. |
2 |
|
8 |
Explains theoretical and practical knowledge of the field at a professional level. |
4 |
|
9 |
Has a critical approach to the national and internatinal applications concerning the primary education. |
4 |
|
10 |
Plans and executes a scientific research. |
2 |
|
11 |
Conducts teaching methods and techniques by taking qualifications of graduation into account. |
2 |
|
12 |
Performs the study required for expertise in their field independently. |
4 |
|
13 |
Has the quality of leadership in situations related to problem solving in their field or organises teamwork. |
3 |
|
14 |
Questions the scientific and social issues in a critical way, and welcomes new perspectives. |
4 |
|
15 |
Conducts the studies in the field within the framework of lifelong learning. |
0 |
|
16 |
Follows social and technological developments. |
0 |
|
17 |
Conducts a scientific study in the field of primary education, and supporting with both qualitative and quantitative data submits the study to the experts and non-experts using written, oral and visual presentation techniques. |
0 |
|
18 |
Utilises information and communication technologies effectively. |
2 |
|
19 |
Speaks one of the languages in the European language portfolio fluent enough to understand knowledge related to the field and maintain oral and written communication. |
3 |
|
20 |
Respects the social, scientific, cultural and ethical values while conducting a research and a project related to the field or interpreting a study. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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