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Information
| Code | PDR743 |
| Name | Classroom Management and Counseling Approaches |
| Term | 2022-2023 Academic Year |
| Term | Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 6 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Yüksek Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. MERAL ATICI |
| Course Instructor |
1 |
Course Goal / Objective
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
Course Content
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
Course Precondition
None.
Resources
Aksoy, N. (2002). Sınıf içi kurallar. İçinde E. Karip (Ed.), Sınıf yönetimi (s.14-36). Ankara: PegemA YayıncılıkAtıcı, M. (2000). İlköğretimde sınıf kurallarının sınıf yönetimindeki rolü. Yaşadıkça Eğitim, 68, 22-26. 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. (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.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.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.Jones, V. F. and 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.
Notes
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. 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.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Explains school counselor consultation with teachers in behavior management. |
| LO02 | Understands psychological counseling approaches that can be used in behavior management. |
| LO03 | Identifies misbehaviors met by teachers in their classroom. |
| LO04 | Suggests strategies that can be helpful for teachers in dealing with misbehavior. |
| LO05 | Applies strategies suggested by certain psychological counseling approaches in coping with misbehavior. |
| LO06 | Provides guidance and assistance to teachers for how to use certain psychological counseling approaches in dealing with misbehavior. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | On the basis of the Educational Sciences BA degree qualificatons, improves his/her knowledge in the same field at the level of expertise. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Understands the multi-dimensional causes of a problem and evaluates the problem as a whole | 3 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Analyzes a scientific article in the field of educational sciences. | 4 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Uses the theoretical and practical knowledge s/he gained at the level of expertise in the field of educational sciences. | 4 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Uses and develops individual assessment techniques. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Solves a problem in the context of educational sciences in a scientific perspective. | 3 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Guides the graduates of the field of educational sciencies within the framework of the knowledge and experiences that specialized training provides. | 2 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Gains knowledge and experience about the appliations which can make the field of expertise functional in educational field. | 4 |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | Integrates the theoretical knowledge within the scope of the field of educational sciences with the field of application. | 3 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Takes responsibility for solving the problems at the local and national level during the educational science-oriented applications. | |
| PLO11 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Communicates effectively and properly with students, teachers, school administrators, and members of families and working group. | 3 |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Has a good command of foreign language to be able to follow the foreign resources related to the field. | 2 |
| PLO13 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Informs his/her colleagues about the processes regarding the field of expertise and conclusions reached. | |
| PLO14 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Uses the different statistical techniques and information and communication technologies that s/he needs in the field of expertise. | |
| PLO15 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Provides the support of the institution employees to make the applications concerning educational sciences successful. | 3 |
| PLO16 | Yetkinlikler - Öğrenme Yetkinliği | Identifies the sources of the problems in the field of educational sciences and contributes to the solution of these problems. | |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | Provides the cooperation of all partners in educational environment stating the necessity of the field of expertise. | 2 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Assesses the necessities which reveal through the applications related to the field of expertise in a critical way. | 3 |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | Develops internalized knowledge in the field of expertise and the related disciplines at the level of expertise. | 2 |
| PLO20 | Yetkinlikler - Öğrenme Yetkinliği | Makes prediction about the partner behaviors through the applications concerning the field of expertise. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction about course content, instructional methods, techniques assessment procedure | Review books, articles and materials related to the topic, and preparation for the topic | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 2 | School counselors' consultation with teachers in behavior management | Review books, articles and materials related to the topic, and preparation for the topic | Öğretim Yöntemleri: Tartışma, Beyin Fırtınası, Örnek Olay |
| 3 | Misbehavior in classroom, types and reasons of misbehavior | Review books, articles and materials related to the topic, and preparation for the topic | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası, Örnek Olay |
| 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 | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay |
| 5 | Preventive behavior management strategies in dealing with misbehavior | Review books, articles and materials related to the topic, and preparation for the topic | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay |
| 6 | Active behavior management strategies in dealing with misbehavior | Review books, articles and materials related to the topic, and preparation for the topic | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay |
| 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 | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Yazılı Sınav |
|
| 9 | Analysis of students behavioral problems | Review books, articles and materials related to the topic, and preparation for the topic | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay |
| 10 | Reality therapy | Review books, articles and materials related to the topic, and preparation for the topic | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay |
| 11 | Transactional analysis approach | Review books, articles and materials related to the topic, and preparation for the topic | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay |
| 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 | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay |
| 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 | Öğretim Yöntemleri: Anlatım, Beyin Fırtınası, Örnek Olay |
| 14 | Assessment of application of psychological counseling approaches in dealing with misbehavior | Review books, articles and materials related to the topic, and preparation for the topic | Öğretim Yöntemleri: Anlatım, Tartışma, Örnek Olay |
| 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 | Öğretim Yöntemleri: Tartışma, Beyin Fırtınası |
| 16 | Term Exams | Ölçme Yöntemleri: Ödev |
|
| 17 | Term Exams | Ölçme Yöntemleri: Ödev |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 3 | 42 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 0 | 0 | 0 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 15 | 15 |
| Final Exam | 1 | 30 | 30 |
| Total Workload (Hour) | 157 | ||
| Total Workload / 25 (h) | 6,28 | ||
| ECTS | 6 ECTS | ||