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| Course Description |
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| Course Name |
: |
Classroom Management |
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| Course Code |
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MB 309 |
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| Course Type |
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Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
3 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
4 |
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| Name of Lecturer(s) |
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Asst.Prof.Dr. MUZAFFER SENCER BULUT ÖZSEZER
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| Learning Outcomes of the Course |
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Explains basic concepts and principles of classroom management
Explains dimensions of classroom management
Explains basic classroom management models with examples
Obtains the relationship between classroom management and dicipline
Knows establishing effective classroom rules and implementing classroom rules by classroom strategies
Gains the knowladge of necesseray skills on strategies of managing misbehavior in the classroom
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
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This course aims to increase students’ awarenes about the importance of classroom management skills in primary shool classroom. Also give clear information about literature on classroom management in primary school. In addition to that this course helps students to understand application of classroom management theories, helps them gain some perspectives about students’ problem behaviours in the primary school classroom also helps them realise strategies for dealing problem behaviours according to classroom management theories in this years. |
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| Course Contents |
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The course contents includes to basic classroom management concepts and toıpics such as comminication and interaction in the primary school classroom, description of classroom management, different approaches and models in classroom management, to establish classroom regulations and applications of classroom regulations, physical organisation, teaching organisation and time organisation of classroom. Building classroom disipline with behaviour management in the classroom. |
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| Language of Instruction |
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Turkish |
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| Work Place |
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Rooms belongs to education faculty |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Basic concepts and descriptions on classroom management |
none |
Brain storming and discussion and personal experience |
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2 |
Key factors of effecting classroom environment - inside or outside of classroom factors |
analysis of their own experience |
discussion and lecturing |
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3 |
dimensions of classroom management |
Literature inguiry on relavent topic |
discussion and lecturing |
|
4 |
Classroom management models and approaches |
Literature inguiry on relavent topic |
discussion and lecturing |
|
5 |
Establishing Classroom rules and regulations and aplications of this regulations |
Prepare the report on predicted classroom rules and creative application of these rules |
discussion and brain storming |
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6 |
Physical organisation of classroom management |
Report of observation of different classses´ physical organisation and picturise of their own perfect classroom in the future |
Discussion and lecturing |
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7 |
Teaching organisation of classroom management |
Literature inguiry on relavent topic |
discussion and lecturing |
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8 |
Mid-term Examination |
Study the exam |
Multible choice test |
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9 |
Time management in the classroom |
Planning their own time management and using their time effectively doing plans and application their plans towards time management for their personal activities |
Discussion and lecturing |
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10 |
Creating a positive classroom climate |
Literature inguiry on relavent topic reporting their own experience |
Brain storming discussion and lecturing |
|
11 |
Classroom communication and interaction |
Analysing their own communication and interaction skills |
Discussion and lecturing |
|
12 |
Behaviour management |
Literature inguiry on relavent topic |
discussion and lecturing |
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13 |
Misbehavior in the classroom and their reasons |
Literature inguiry on relavent topic |
discussion and lecturing |
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14 |
Strategies for managing misbehavior in the classroom |
Literature inguiry on relavent topic |
discussion and lecturing |
|
15 |
Strategiesfor managing misbehavior in the classroom |
Reporting their observations: Visiting different grades and observing student´s misbehavior and teachers´ strategies for dealing these misbehaviors |
Talking about their observations and constructing their own clasrrom approaches |
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16/17 |
Final Examination |
Study for the exam |
Multible choice test |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Classroom Discipline and Management, Clifford H. EDWARDS, 1997, Prentice Hall.
Teory and application of classroom management, Cevat Celep, 2008 Pegem Akademi Yayınevi
Classroom Management and Discipline, Methods to Facilitate Cooperation and Instruction, Paul R. BURDEN, 1995, Longman Publishers.
Classroom management Ed. Prof. Dr. Leyla KÜÇÜKAHMET, 2009, Pegem Akademi Yayıncılık
Classroom Management in Primary school, Ed: Prof. Dr. Mehmet Durdu KARSLI, 2009, Kök Yayıncılık
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| Required Course Material(s) |
Classroom Management, Ed. Mehmet Şişman, Selahattin Turan, 2007 Pegen Yayıncılık
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
100 |
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Homeworks/Projects/Others |
6 |
0 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Explains the concepts and principles related to the subject areas of Primary Education (Mathematics, Turkish, Science and Technology, Life Science, Social Studies, Visual Arts, Music, Physical Education, etc.). |
0 |
|
2 |
Evaluates the characteristics of 1st-5th year primary school students’ development along with their role in learning. |
4 |
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3 |
Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. |
3 |
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4 |
Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. |
0 |
|
5 |
Uses not only the 1st- 5th grades primary education programs (Turkish, Mathematics, Science and Technology, Social Science, Natural Science, Physical Education, Music, Visual Arts, etc.) but also the specific teaching strategies, methods and techniques of these programs. |
0 |
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6 |
Makes a critique of art products in the light of information regarding art and describes their qualities. |
0 |
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7 |
Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. |
3 |
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8 |
Plans, implements and evaluates the process of teaching and learning by taking the characteristics of students´ development, individual differences as well as the properties of the subject area into account |
4 |
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9 |
Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. |
3 |
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10 |
Generates appropriate learning materials in order to create effective teaching and learning processes, and uses information and communication technologies effectively during this process. |
4 |
|
11 |
Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education |
5 |
|
12 |
Monitors their performance and attempts to improve their professional knowledge and skills. |
5 |
|
13 |
Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills |
4 |
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14 |
Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively |
4 |
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15 |
Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. |
5 |
|
16 |
Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. |
4 |
|
17 |
Develops projects and activities in order to make the social environment livable. |
0 |
|
18 |
Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. |
0 |
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19 |
Along with their professional development, improves himself/herself in scientific, cultural, artistic and social areas in accordance with his/her interests and abilities through identifying his/her needs. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
3 |
42 |
| Assesment Related Works |
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Homeworks, Projects, Others |
6 |
2 |
12 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
6 |
6 |
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Final Exam |
1 |
6 |
6 |
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Total Workload: | 94 |
| Total Workload / 25 (h): | 3.76 |
| ECTS Credit: | 4 |
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