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Course Description Course Name : Classroom Management Course Code : RPD242 Course Type : Optional Level of Course : First Cycle Year of Study : 2 Course Semester : Spring (16 Weeks) ECTS : 5 Name of Lecturer(s) : Assoc.Prof.Dr. MERAL ATICI KILIÇ Learning Outcomes of the Course : Explains concepts related to classroom management and its components. Understands collaboration and consultation between school counselor and teachers on classroom management. Explains types of misbehavior and reasons of misbehavior in classroom and school. Determines approaches in identifying classroom rules and enabling students adopt these rules. Identifies coping strategies for misbehavior. Comprehends coping strategies suggested by different discipline approaches in dealing with misbehavior. Uses strategies suggested by different discipline approaches to deal with misbehavior. Explains instructional management skills. Defines effective communication skills that teachers can use in classroom management. Mode of Delivery : Face-to-Face Prerequisites and Co-Prerequisites : 26838 Decision Making Methods and Techniques Recommended Optional Programme Components : None Aim(s) of Course : The aim of this course is to gain knowledge and develop skills in classroom management, components of classroom management, classroom rules, misbehavior, reasons of misbehavior, coping strategies of misbehavior and discipline approaches; the role of school counselor in behavior management. Course Contents : Classroom management and its components; misbehavior, reasons of misbehavior; classroom rules; coping strategies of misbehavior; the role of school counselor in behavior management. Language of Instruction : Turkish Work Place : Mustafa Necati Classroom   Course Outline /Schedule (Weekly) Planned Learning Activities Week Subject Student's Preliminary Work Learning Activities and Teaching Methods 1 Course content, instructional methods, technique and assessment Review of course content and references Lecture 2 Main concepts of classroom management, components of classroom management Scan topic to be taught and read suggested books and articles lecture, discussion, brain storming 3 Collaboration between school counselor and teachers and school counselor consultation with teachers Scan topic to be taught and read suggested books and articles lecture, discussion, brain storming, sample case examination 4 Types of misbehavior, reasons of misbehavior in classroom and school Scan topic to be taught and read suggested books and articles, make preparation for group work lecture,small group discussion, brain storming, sample case examination 5 Classroom rules:how to establish and adopt Scan topic to be taught and read suggested books and articles, make preparation for group work lecture,small group discussion, brain storming, sample case examination 6 Coping strategies for mild and moderate misbehavior Scan topic to be taught and read suggested books and articles, make preparation for group work lecture,small group discussion, brain storming, sample case examination 7 Coping with chronic misbehavior Scan topic to be taught and read suggested books and articles lecture,brain storming, sample case examination 8 Midterm exam Make exam preparation 9 Reality Theraphy Approach Scan topic to be taught and read suggested books and articles, make preparation for group work lecture,small group discussion, brain storming, sample case examination 10 Social Discipline Approach Scan topic to be taught and read suggested books and articles, make preparation for group work lecture,small group discussion, brain storming, sample case examination 11 Assertive Discipline Approach Scan topic to be taught and read suggested books and articles, make preparation for group work lecture,small group discussion, brain storming, sample case examination 12 Transactional Analysis Approach Scan topic to be taught and read suggested books and articles lecture,brain storming, discussion, oral presentation 13 Instructional Management Skills Scan topic to be taught and read suggested books and articles lecture,brain storming, oral presentation 14 Effective communication skills in classroom Scan topic to be taught and read suggested books and articles lecture,discussion, sample case examination, oral presentation 15 Overal evaluation of course Scan all topics covered over the term lecture,brain storming, discussion 16/17 Final exam Make final exam preparation   Required Course Resources Resource Type Resource Name Recommended Course Material(s)  Atıcı, M. (2000). İlköğretimde sınıf kurallarının sınıf yönetimindeki rolü. Yaşadıkça Eğitim, 68, 22-26.  Cangelosi, J. S. (1997). Classroom management strategies: Gaining and maintaining students’ cooperation (3rd ed.), New York: Longman.  Charles, C. M. (1996). Building classroom disicipline. (5th ed.). New York: Longman.  Evertson, C. M., Emmer, E. T., Clements, B. S. and Worsham, M. E. (1997). Classroom Management for Elementary Teachers (4. Ed.) Boston: Allyn and Bacon.  Aksoy, N. (2002). Sınıf içi kurallar. İçinde E. Karip (Ed.), Sınıf yönetimi (s.14-36). Ankara: PegemA Yayıncılık  Jones, V. F. & Jones, L. S. (1998). Comprehensive classroom management: creating communities of support and solving problems. (5th ed.), Boston: Allyn and Bacon.  Okutan, M. (2004). Sınıf yönetiminde örnek olaylar. Ankara:Öğreti.  Öztürk, B. (2002). Sınıfta istenmeyen davranışların önlenmesi ve giderilmesi. İçinde E. Karip (Ed.), Sınıf yönetimi (s.138-180). Ankara: PegemA Yayıncılık  Türnüklü, A. (2006). Sınıf ve okul disiplinine çağdaş bir yaklaşım: Onarıcı disiplin. Ankara: Ekinoks.  Wolfgang, C. H. (1995). Solving discipline problems: methods and models for today’s teachers. Boston: Allyn and Bacon.  Atıcı, M. (2001). İlköğretimdeki öğrencilerde görülen istenmeyen davranışlar ve nedenleri. Ç. Ü. Eğitim Fakültesi Dergisi, 2, 20, 5-11.   Atıcı, M. (2003). İstenmeyen davranışlarla başa çıkmada Glasser’in problem çözme yaklaşımının uygulanması. Eğitim ve Bilim, 28, 128, 27-34.  Atıcı, M. (2010). Sınıf yönetimi ders notu. Adana: Çukurova Üniversitesi.  Burden, P. R. (1995). Classroom Management And Discipline: Methods To Facilitate Cooperation And Instruction. (Kansas State University) London: Longman.  Atıcı, M. (2006). İlköğretim öğrencilerinin davranış problemleriyle baş etme konusunda öğretmen-psikolojik danışman işbirliğine ilişkin görüşlerin karşılaştırılması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3, 25,55-68. Required Course Material(s)   Assessment Methods and Assessment Criteria Semester/Year Assessments Number Contribution Percentage     Mid-term Exams (Written, Oral, etc.) 1 60     Homeworks/Projects/Others 1 40 Total 100 Rate of Semester/Year Assessments to Success 40   Final Assessments 100 Rate of Final Assessments to Success 60 Total 100   Contribution of the Course to Key Learning Outcomes # Key Learning Outcome Contribution* 1 Explains basic concepts and principals of Psychological Counseling and Guidance 1 2 Explains the developmental characteristics of the individual and the factors that affect this development 2 3 Examines and evaluates problems in educational environment and in everyday life from the point of philosophy, sociology and psychology 3 4 Explains theories of personality, psychological counseling and learning 1 5 Explains career development and career choice process 0 6 Explains scientific research methods and techniques 0 7 Explains how to begin and maintain psychological counseling and guidance process 0 8 Explains psychological counseling and guidance practices appropriate for clients with different development and characteristics 2 9 Explains classroom and behavior management approaches 5 10 Formulates and evaluates psychological counseling and guidance programs 0 11 Does guidance practices appropriate for different educational levels 1 12 Acknowledges individuals with normal and abnormal characteristics 3 13 Uses helping skills effectively in psychological counseling 3 14 Takes the responsibility of his/her decisions about her/his life and career 3 15 Develops insight and is open to learning and development 3 16 Shows empathy and care towards people 3 17 Uses effective communication skills in interpersonal relationships 3 18 Acts colloboratively and cooperatively with her/his colleagues in work place 3 19 Acts appropriately with professional ethical standarts 3 20 In addition to professional development, develops himself/herself by identifying his/her needs in several areas such as science, culture, art and social in accordance with her/his ability and interest. 0 * Contribution levels are between 0 (not) and 5 (maximum).   Student Workload - ECTS Works Number Time (Hour) Total Workload (Hour) Course Related Works     Class Time (Exam weeks are excluded) 14 3 42     Out of Class Study (Preliminary Work, Practice) 14 3 42 Assesment Related Works     Homeworks, Projects, Others 1 5 5     Mid-term Exams (Written, Oral, etc.) 1 15 15     Final Exam 1 15 15 Total Workload: 119 Total Workload / 25 (h): 4.76 ECTS Credit: 5