TÜRKÇE
ENGLISH
Information
| Unit | FACULTY OF EDUCATION |
| PRIMAY SCHOOL TEACHING PR. | |
| Code | SNFS424 |
| Name | Coping Skills for Problem Behaviors |
| Term | 2026-2027 Academic Year |
| Semester | 8. Semester |
| Duration (T+A) | 2-1 (T-A) (17 Week) |
| ECTS | 4 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 | Doç. Dr. MUZAFFER SENCER ÖZSEZER |
| Course Instructor |
The current term course schedule has not been prepared yet.
|
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 in general 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 teacher candidates' discipline applications in theclassrooms |
| LO07 | Analyses his/her own discipline model |
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). | 2 |
| 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. | 2 |
| 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. | 3 |
| 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. | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 3 |
| 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. | 5 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 1 |
| 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. | 2 |
| 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. | 1 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | 2 |
| 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. | 2 |
| 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. | 4 |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. | 2 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | The aims, dimensions and the importance of classroom management | no need for preperation | Öğretim Yöntemleri: Tartışma, Soru-Cevap |
| 2 | Classroom management models | Literature review and reading related topics | Öğretim Yöntemleri: Soru-Cevap, Anlatım |
| 3 | General view on classroom management dicipline models | Literature review and reading related topics to gain a view by analysing discipline models | Öğretim Yöntemleri: Tartışma, Grup Çalışması |
| 4 | Assertive discipline Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 5 | Positive Disciline (F. Jones) Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 6 | Social Discipline (Dreikurs) Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Tartışma, Soru-Cevap |
| 7 | Reality Treapy (Glasser) Discipline Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Preparing a report on learned models | Ölçme Yöntemleri: Portfolyo, Yazılı Sınav |
| 9 | Thomas Gordon and Teacher Effectiveness Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Overall Analysis of Models examined about classroom management | Writing a report about analysing models examined previous weeks | Öğretim Yöntemleri: Soru-Cevap, Tartışma, Beyin Fırtınası |
| 11 | Case review on misbehaviours in the classroom | Observing misbehaviors in any classroom and report these observations | Öğretim Yöntemleri: Bireysel Çalışma, Örnek Olay, Tartışma |
| 12 | Case review on misbehaviours in the classroom 2 | Observing misbehaviors in any classroom and report these observations | Öğretim Yöntemleri: Bireysel Çalışma, Örnek Olay, Tartışma |
| 13 | 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: Anlatım, Tartışma, Bireysel Çalışma |
| 14 | 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 |
| 15 | Analysis of selected films about teaching and their relations with discipline models 3 | 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, Yazılı Sınav |
| 17 | Term Exams | Preparing all reports as a portfollios | Ölçme Yöntemleri: Portfolyo, Yazılı Sınav |
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) | 10 | 4 | 40 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 3 | 5 | 15 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 2 | 2 |
| Final Exam | 1 | 2 | 2 |
| Total Workload (Hour) | 101 | ||
| Total Workload / 25 (h) | 4,04 | ||
| ECTS | 4 ECTS | ||