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| Course Description |
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| Course Name |
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Classroom Management and Counseling Approaches |
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| Course Code |
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PDR 743 |
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| Course Type |
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Optional |
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| Level of Course |
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Second Cycle |
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| Year of Study |
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1 |
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| Course Semester |
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Fall (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
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Assoc.Prof.Dr. MERAL ATICI KILIÇ
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| Learning Outcomes of the Course |
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Explains school counselor consultation with teachers in behavior management .
Understands psychological counseling approaches that can be used in behavior management.
Identifies misbehaviors met by teachers in their classroom.
Suggests strategies that can be helpful for teachers in dealing with misbehavior.
Applies strategies suggested by certain psychological counseling approaches in coping with misbehavior.
Provides guidance and assistance to teachers for how to use certain psychological counseling approaches in dealing with misbehavior.
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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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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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The aim of this course is to enable the students to gain knowledge and develop skills in preventive and active behavior management strategies that can be used by psychological counselor and teachers for dealing with misbehavior and to make practices in helping teachers in behavior management |
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| Course Contents |
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The course covers dealing with misbehavior, preventive and active behavior management strategies, school counselors´ help for teachers in dealing with misbehavior and behavior management tarining program for teachers |
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| Language of Instruction |
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Turkish |
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| Work Place |
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Class for master students |
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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 |
Introduction about course content, instructional methods, techniques assessment procedure |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and brain storming |
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2 |
School counselors´ consultation with teachers in behavior management |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and brain storming, sample case |
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3 |
Misbehavior in classroom, types and reasons of misbehavior |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and brain storming, sample case |
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4 |
Analysis of observation and interview about misbehavior, types and reasons of misbehavior |
Review books, articles and materials related to the topic, and preparation for the topic |
Oral presentation, discussion and sample case |
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5 |
Preventive behavior management strategies in dealing with misbehavior |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and sample case |
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6 |
Active behavior management strategies in dealing with misbehavior |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and sample case |
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7 |
Consultation with teachers individually about active and preventive behavior management strategies |
Review books, articles and materials related to the topic, and preparation for the topic |
Oral presentation, discussion and sample case |
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8 |
Analysis of students behavioral problems |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and sample case |
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9 |
Reality therapy |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and sample case |
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10 |
Social discipline approach |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and sample case |
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11 |
Transactional analysis approach |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and sample case |
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12 |
Consultation with teachers in a group in dealing with misbehavior |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and sample case |
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13 |
Application of strategies suggested by psychological counseling approaches in dealing with misbehavior |
Review books, articles and materials related to the topic, and preparation for the topic |
Lecture, discussion and brain storming |
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14 |
Assessment of application of psychological counseling approaches in dealing with misbehavior
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Review books, articles and materials related to the topic, and preparation for the topic |
Oral presentation, discussion and sample case |
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15 |
Evaluation of students´ outcomes, practices and instructioanal methods and techniques |
Review books, articles and materials related to the topic, and preparation for the topic |
Discussion, brain storming and evaluation |
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16/17 |
Final exam |
Review books, articles and materials related to the topic, and preparation for final exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Dreikurs, R., Grunwald, B. B. & Pepper, F. C. (1982) Maintaining Sanity in the Classroom: Classroom Management Techniques. (2nd ed.), New York: Harper & Row.
Hall, A. S.& Lin, M. J. (1994) An Integrative Consultation Framework: A Practical Tool for Elementary School Counselors. elementary School Guidance and Counseling. 29, 16-27.
Jones, V. F. & Jones, L. S. (1998) Comprehensive Classroom Management: Creating Communities of Support and Solving Problems. (5th ed.), Boston: Allyn and Bacon.
Weinstein, C. S. (1996) Secondary Classroom Management. McGraw-Hill.
Wolfgang, C. H. (1995) Solving Discipline Problems. Allyn and Bacon.
Atıcı, M. (2012). Sınıf yönetimi ders notu. Adana: Çukurova Üniversitesi.
Karip, E. (2002). Sınıf yönetimi. Ankara: Pegem Akademi.
Charles, C. M. (1996) Building Classroom Discipline. (5th ed.). New York: Longman.
Doyle, W. (1986) Classroom organisation and management. Handbook of Research on Teaching. (3rd Ed.) 392-431.
Burden, P. R. (1995) Classroom Management and Discipline: Methods to Facilitate Cooperation and Instruction. (Kansas State University) London: Longman.
Canter, L.& Canter, M. (1992) Lee Canter’s Assertive Discipline. Santa Monica: Canter & Associates, Inc.
Benshoff, J. M., Poidevant, J. M. ve Cashwell, C. S. (1994). School discipline programs: issues and implications for school counselors. Elementary School Guidance and Counseling, 28, 163-169.
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| Required Course Material(s) | |
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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 |
50 |
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Homeworks/Projects/Others |
1 |
50 |
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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 |
On the basis of the Educational Sciences BA degree qualificatons, improves his/her knowledge in the same field at the level of expertise.
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5 |
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2 |
Understands the multi-dimensional causes of a problem and evaluates the problem as a whole |
4 |
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3 |
Analyzes a scientific article in the field of educational sciences. |
1 |
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4 |
Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. |
5 |
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5 |
Uses and develops individual assessment techniques. |
5 |
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6 |
Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. |
3 |
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7 |
Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. |
1 |
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8 |
Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
2 |
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9 |
Solves a problem in the context of educational sciences in a scientific perspective. |
2 |
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10 |
Integrates the theoretical knowledge within the scope of the field of educational sciences with the field of application. |
5 |
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11 |
Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications.
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3 |
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12 |
Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. |
4 |
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13 |
Has a good command of foreign language to be able to follow the foreign resources related to the field. |
1 |
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14 |
Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. |
2 |
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15 |
Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. |
0 |
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16 |
Provides the support of the institution employees to make the applications concerning educational sciences successful. |
4 |
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17 |
Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. |
2 |
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18 |
Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. |
3 |
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19 |
Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. |
4 |
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20 |
Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. |
2 |
| * 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) |
13 |
3 |
39 |
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Out of Class Study (Preliminary Work, Practice) |
13 |
3 |
39 |
| Assesment Related Works |
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Homeworks, Projects, Others |
1 |
20 |
20 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
20 |
20 |
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Final Exam |
1 |
20 |
20 |
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Total Workload: | 138 |
| Total Workload / 25 (h): | 5.52 |
| ECTS Credit: | 6 |
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