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Information
| Code | USOYL706 |
| Name | Contemporary Practices in Classroom Management |
| Term | 2024-2025 Academic Year |
| Semester | . Semester |
| 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 | Uzaktan Öğretim |
| Catalog Information Coordinator |
Course Goal / Objective
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 Content
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.
Course Precondition
None
Resources
Tauber, R. T. (2007) Classroom Management Sound Theory and Effective Practice. Praeger: USA, Wolfgang, C. H. (2001) Solving Discipline and Classroom Management Problems. Wiley Sons USA
Notes
All books written in Turkish and foreign languages that can be accessed in the field of classroom management
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Knows the basic concepts related to classroom management |
| LO02 | Knows the communication and interaction in the classroom and applies them |
| LO03 | Understands the differences in classroom management models and their application in the classroom |
| LO04 | Recognizes the different theories of the discipline in the classroom and makes assessment of their application |
| LO05 | Evaluates the discipline approaches in the classroom |
| LO06 | Observes and evaluates his / her own and other teachers discipline applications in the classrooms |
| LO07 | Analyses his/her own discipline model |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Defines scientific research and analysis methods used in social sciences. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. express the classroom programs and the basic principles on which they are based. | 2 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. explains the development and learning theories in the classroom. | 3 |
| PLO04 | Bilgi - Kuramsal, Olgusal | Explains teaching strategies, methods and techniques based on undergraduate qualifications. | 5 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Explains the interaction between disciplines related to the field. | 2 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Primary School 1st-4th. explains the teaching principles of the classroom subject areas (Social Studies, Turkish, Science, Mathematics) at the level of expertise. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Classroom teaching uses field knowledge by associating it with knowledge in different fields. | 3 |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Explains the theoretical and applied knowledge in the field at the level of expertise. | 3 |
| PLO09 | Beceriler - Bilişsel, Uygulamalı | Interprets national and international classroom teaching practices with a critical perspective. | 5 |
| PLO10 | Beceriler - Bilişsel, Uygulamalı | Plans and conducts a scientific research. | |
| PLO11 | Beceriler - Bilişsel, Uygulamalı | Applies teaching methods and techniques based on undergraduate qualifications. | 4 |
| PLO12 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | He/she independently carries out a study that requires expertise in his/her field. | 3 |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | She/he critically questions scientific and social issues and is open to new perspectives. | |
| PLO14 | Yetkinlikler - Öğrenme Yetkinliği | She/He carries out its studies within the framework of lifelong learning. | |
| PLO15 | Yetkinlikler - Öğrenme Yetkinliği | Follows social and technological developments. | |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | It presents a scientific study carried out in the field of classroom teaching to experts or non-experts in written, oral and visual terms by supporting them with qualitative and quantitative data. | 2 |
| PLO17 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Uses information and communication technologies effectively. | |
| PLO18 | Yetkinlikler - Alana Özgü Yetkinlik | Acts in accordance with social, scientific, cultural and ethical values while conducting a scientific research or project or interpreting a study related to her/his field. | 3 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | The aims, dimensions and the importance of classroom management | no need for preperation | Öğretim Yöntemleri: Anlatım, Tartışma, Beyin Fırtınası |
| 2 | Classroom management models | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Tartışma |
| 3 | General view on classroom management dicipline models | Literature review and reading related topics to gain a view by analysing discipline models | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Behavior management model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 5 | Assertive discipline Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 6 | Positive Disciline (F. Jones) Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 7 | Social Discipline (Dreikurs) Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 8 | Mid-Term Exam | Preparing a report on learned models | Ölçme Yöntemleri: Portfolyo |
| 9 | Reality Treapy (Glasser) Discipline Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 10 | Thomas Gordon and Teacher Effectiveness Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Beyin Fırtınası, Tartışma |
| 11 | Overall Analysis of Models examined about classroom management | Writing a report about analysing models examined previous weeks | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 12 | Case review on misbehaviours in the classroom | Observing misbehaviors in any classroom and report these observations | Öğretim Yöntemleri: Bireysel Çalışma, Soru-Cevap |
| 13 | Case review on misbehaviours in the classroom 2 | Observing misbehaviors in any classroom and report these observations | Öğretim Yöntemleri: Bireysel Çalışma, Soru-Cevap |
| 14 | Analysis of selected films about teaching and their relations with discipline models. | Preparing the report on watching and discipline models of selected films about teaching | Öğretim Yöntemleri: Bireysel Çalışma, Anlatım, Tartışma |
| 15 | Analysis of selected films about teaching and their relations with discipline models 2 | Preparing the report on watching and discipline models of selected films about teaching | Öğretim Yöntemleri: Bireysel Çalışma, Anlatım, Tartışma |
| 16 | Term Exams | Preparing all reports as a portfolios | Ölçme Yöntemleri: Portfolyo |
| 17 | Term Exams | Preparing all reports as a portfolios | Ölçme Yöntemleri: Portfolyo |
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 | ||