TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| PRIMAY SCHOOL TEACHING PR. | |
| Code | SNFS423 |
| Name | Effective Communication in Primary School |
| Term | 2026-2027 Academic Year |
| Semester | 7. Semester |
| Duration (T+A) | 2-1 (T-A) (17 Week) |
| ECTS | 3 ECTS |
| National Credit | 2.5 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Label | FE Field Education Courses E Elective |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Prof. Dr. SONGÜL TÜMKAYA |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
Course Goal / Objective
The primary objective of this course is to enable students to understand the basic concepts, models, and theoretical approaches to the communication process. Within the scope of the course, it is aimed for individuals to develop effective listening, speaking, empathy, and assertiveness skills in interpersonal relationships, and to use verbal and non-verbal communication channels correctly in professional and social life. Furthermore, it aims to provide the skills to manage communication conflicts that may arise in educational environments and within the family, and to bring the communication established with primary school children to a peaceful and supportive dimension
Course Content
The course begins with the definition, elements, and functioning processes of communication. After examining communication models and barriers to effective communication (cognitive, affective, and behavioral processes), it focuses on the beginning and developmental stages of interpersonal relationships. In the continuation of the course, core skills such as active listening, effective speaking techniques, empathic approach, and body language (nonverbal communication) are handled with practical examples.
Course Precondition
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Resources
• Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık. • Demiray, Uğur(Editör) (2008), Etkili İletişim, Ankara: Pegem Akademi Yayıncılık. • Ergin, Akif (2008). Eğitimde Etkili İletişim, 4. Baskı, Ankara: Anı Yayıncılık. • Ergin, A. ve Birol, C. (2005). Eğitimde İletişim, 3. Baskı, Ankara: Anı Yayıncılık. • Tayfun, Recep (2007). Etkili İletişim ve Beden Dili. Ankara:Nobel Yayıncılık. • Açıkgöz, Hacı, Mustafa ( ) Etkili İletişim. Elis Yayınları. • Saygın, Oğuz (2007). İnsanları Tanıma Sanatı / Etkili İletişimin 6 Temel Yolu, Yakamoz Yayıncılık • Aydın. Nurullah (2009). Etkili İletişim Stratejileri, Kum Saati Yayıncıları
Notes
• Adair, John (2003). Etkili İletişim, Babıali Kültür Yayıncılık. • Etkili iletişimle ilgili internet siteleri ya da dergilerdeki bütün makaleler
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Defines the basic concepts related to communication |
| LO02 | Comprehends the characteristics of communication models |
| LO03 | Discusses the barriers to effective communication |
| LO04 | Comprehends speaking and listening skills |
| LO05 | Comprehends the foundations of cognitive, affective, and behavioral processes in effective communication |
| LO06 | Discusses effective communication and its dimensions in educational environments |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | 4 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans/ implements/ evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 4 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | 5 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 5 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Introduction to Communication: Basic Concepts and Processes | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Soru-Cevap, Bireysel Çalışma |
| 2 | Communication: An Overview of Communication Skills | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma |
| 3 | The Beginning and Development of Interpersonal Relationships | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Beyin Fırtınası, Grup Çalışması |
| 4 | Speaking and Listening in Interpersonal Relationships and Communication | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Alıştırma ve Uygulama, Örnek Olay |
| 5 | Empathy in Interpersonal Relationships and Communication | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Rol Oynama, Grup Çalışması |
| 6 | Nonverbal Communication in Interpersonal Relationships | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Alıştırma ve Uygulama, Rol Oynama |
| 7 | Assertiveness in Interpersonal Relationships and Communication | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Tartışma, Bireysel Çalışma |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Performans Değerlendirmesi |
|
| 9 | Conflict and Conflict Resolution in Interpersonal Relationships | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Tartışma, Örnek Olay, Rol Oynama |
| 10 | Intra-family Relationships and Communication | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Tartışma, Rol Oynama |
| 11 | Interpersonal Relationships and Communication at School | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Tartışma, Örnek Olay |
| 12 | Developing Communication Skills in Primary School Students | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Gösterip Yaptırma, Grup Çalışması |
| 13 | Effective Communication with Children | Kaya, Alim (Editör) (2010). Kişilerarası İlişkiler ve Etkili İletişim, Ankara: Pegem Akademi Yayıncılık | Öğretim Yöntemleri: Alıştırma ve Uygulama, Gösterip Yaptırma |
| 14 | Peaceful Communication Activities for Children I | Reading | Öğretim Yöntemleri: Alıştırma ve Uygulama, Gösterip Yaptırma, Rol Oynama, Grup Çalışması |
| 15 | Peaceful Communication Activities for Children II | Reading | Öğretim Yöntemleri: Alıştırma ve Uygulama, Gösterip Yaptırma, Rol Oynama, Grup Çalışması |
| 16 | Term Exams | Ölçme Yöntemleri: Portfolyo, Yazılı Sınav |
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| 17 | Term Exams | Ölçme Yöntemleri: Portfolyo, Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 2 | 2 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 6 | 6 |
| Final Exam | 1 | 14 | 14 |
| Total Workload (Hour) | 78 | ||
| Total Workload / 25 (h) | 3,12 | ||
| ECTS | 3 ECTS | ||