| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDS3003 | Classroom Management | Fall | 2 | 2 | 3 | 4 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. BERNA GÜLOĞLU |
| Course Lecturer(s): |
Instructor NEŞE UYANIK Prof. Dr. DERİN ATAY Assist. Prof. FATOŞ UĞUR ESKİÇIRAK |
| Recommended Optional Program Components: | None |
| Course Objectives: | The main objective of the course is to teach students to basic concepts and factors of classroom management. This course is about how various discipline and management systems can be applied to classroom environment in order to maintain class stability and effective learning. |
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The students who have succeeded in this course; will be able to explain concepts and factors of classroom management will know about behavioristic, cognitivist and humanist approaches to classroom management will be able to determine the classroom management approach and model that fits his/her personality will be able to develop a repertoire of behaviors regarding establishment of classroom rules, reward&punishment, praise&consequences, time management,, body language etc. within the framework of alternative models will be able to explain unwanted student behavior and how to intervene those behavior with reference to various approaches. will be able to explain preventive classroom management behaviors |
| Various contemporary approaches to discipline and conflict resolution will be covered as well as the types of behavioral problems to be met in class and measures to be developed for them. Social and psychological factors that affect the student behavior, class medium, group interaction, developing rules for class management, organization in class, motivation, communication, creating a positive medium suitable for learning are also among the topics that will be discussed. Teaching Methods and Techniques Used in the Course -Discussion -Individual Study -Lecture -Reading |
| Week | Subject | Related Preparation |
| 1) | Meeting & Introduction: What is classroom management? Why do we need such a management system? Personality and different class management styles. | Wolfgang Ch.1-2 |
| 2) | Behavior Analysis Model | Wolfgang Ch.3 |
| 3) | Behavior Analysis Model (cont) | Wolfgang Ch.3 |
| 4) | Positive Discipline Model | Wolfgang Ch.4 |
| 5) | Positive Discipline Model (cont) | Wolfgang Ch.4 |
| 6) | Assertive Discipline Model | Wolfgang Ch.5 |
| 7) | The Social Discipline Model of Rudolf Dreikurs – Adlerian Theory | Wolfgang Ch. 7 |
| 8) | Midterm Exam | |
| 9) | Glasser’s Reality Therapy, Control Theory and the Quality School | Wolfgang Ch. 8 |
| 10) | Judicious Discipline Model | Wolfgang Ch.9 |
| 11) | Discipline with Dignity | Wolfgang 7th Ed, Ch.9 |
| 12) | Love and Logic Discipline | Wolfgang 7th Ed, Ch.8 |
| 13) | Rogerian (Emotionally Supportive) Model | Wolfgang Ch.11 |
| 14) | Bullying Prevention in Schools and Classrooms Classroom Management: A Preventive Process | Wolfgang 7th Edition, Ch.15 Wolfgang Ch.13 |
| Course Notes / Textbooks: | Wolfgang, C.H. (2001). Solving Discipline and Classroom Management Problems. Wiley, USA. 5th Ed. Wolfgang, C.H. (2009). Solving Discipline and Classroom Management Problems. Wiley, USA. 7th Ed. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 4 | 56 |
| Study Hours Out of Class | 14 | 2 | 28 |
| Midterms | 1 | 2 | 2 |
| Final | 1 | 2 | 2 |
| Total Workload | 88 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. | |
| 1) | 1 Speaks English well and uses concepts related to English Language education and pedagogical formation effectively. 2 Uses knowledge of teaching programs, approaches, methods and assessment and evaluation related to foreign language education. 3 Applies the most appropriate teaching strategies, methods and techniques taking into account the developmental characteristics and individual differences of the students. 4 Develops appropriate materials related to the subject in line with the needs of the students. 5 Integrates technology in foreign language education practices. | |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | |
| 5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | |
| 6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
| 7) | 7. Design English language teaching curriculum and lesson plans. | |
| 8) | 8. Organize effective classrooms that promote English language learning. | |
| 9) | 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | |
| 10) | 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 13) | 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | 4 |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | 4 |
| 15) | 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | 4 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |