TÜRKÇE
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Information
| Code | SÖ1810 |
| Name | |
| Term | 2024-2025 Academic Year |
| Term | Fall and Spring |
| Duration (T+A) | 3-0 (T-A) (17 Week) |
| ECTS | 8 ECTS |
| National Credit | 3 National Credit |
| Teaching Language | Türkçe |
| Level | Doktora Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | |
| Course Instructor |
1 |
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 | Develops up-to-date and advanced knowledge in the field of primary school teacher, based on Master's qualifications, at the level of expertise with original thought and research. | 3 |
| PLO02 | Bilgi - Kuramsal, Olgusal | Establishes relationships with different disciplines in the field of primary school teacher. | 1 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Conducts advanced research by systematically approaching new information in the field. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Develops new scientific methods or applies a known method to a different field; carries out original research. | |
| PLO05 | Bilgi - Kuramsal, Olgusal | Makes critical analysis, synthesis and evaluation of new ideas. | 2 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Produces an original study in the field of primary school teacher by using the scientific method. | |
| PLO07 | Bilgi - Kuramsal, Olgusal | Publishes a scientific article. | |
| PLO08 | Bilgi - Kuramsal, Olgusal | She/He conducts original and interdisciplinary studies related to his/her field. | |
| PLO09 | Bilgi - Kuramsal, Olgusal | Works individually or as a team. | 3 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Generates new ideas and methods by using higher level mental processes. | 3 |
| PLO11 | Bilgi - Kuramsal, Olgusal | It conducts teaching processes on an interactive and ethical basis. | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops and implements effective teaching strategies. | 5 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Examines and develops social relations and the norms that guide these relations with a critical perspective. | 1 |
| PLO14 | Bilgi - Kuramsal, Olgusal | She/He participates in meetings related to her field and defends her original views. | |
| PLO15 | Bilgi - Kuramsal, Olgusal | Uses a foreign language in written and oral form at least at the C1 level of the European Language Portfolio. | 1 |
| PLO16 | Bilgi - Kuramsal, Olgusal | Communicates by considering cultural differences in all national and international studies. | |
| PLO17 | Bilgi - Kuramsal, Olgusal | It contributes to the process of becoming an information society by introducing the technological, social and cultural advances in its field to the society. | |
| PLO18 | Bilgi - Kuramsal, Olgusal | It establishes functional interaction with individuals and institutions by using strategic decision-making processes in solving the problems encountered in the field. | 3 |
| PLO19 | Bilgi - Kuramsal, Olgusal | Generates solutions on social, scientific and ethical issues related to her/his field. | 1 |
| PLO20 | Bilgi - Kuramsal, Olgusal | It develops the values related to the field and supports it at the national and international level. | 1 |
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: Soru-Cevap, Anlatım, Tartışma, Beyin Fırtınası |
| 5 | Assertive discipline Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 6 | Dreikurs Discipline Model | Literature review and reading related topics | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Beyin Fırtınası |
| 7 | Reality Treapy (Glasser) Discipline 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 | Kounin 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, Tartışma, Beyin Fırtınası |
| 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 |
| 13 | Case review on misbehaviours in the classroom 2 | Observing misbehaviors in any classroom and report these observations | Öğretim Yöntemleri: Bireysel Çalışma |
| 14 | Case review on misbehaviours in the classroom 3 | Observing misbehaviors in any classroom and report these observations | Öğretim Yöntemleri: Bireysel Çalışma |
| 15 | Assessing teaching approaches related with discipline models | Writing a report about individual approaches by using discipline models | Öğretim Yöntemleri: Örnek Olay |
| 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) | 15 | 3 | 45 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 5 | 70 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 5 | 15 | 75 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 3 | 3 |
| Final Exam | 1 | 3 | 3 |
| Total Workload (Hour) | 196 | ||
| Total Workload / 25 (h) | 7,84 | ||
| ECTS | 8 ECTS | ||