| 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) |
Davranış Analizi Modeli |
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) |
The Social Discipline Model of Rudolf Dreikurs – Adlerian Theory (cont) |
Wolfgang Ch. 7 |
| 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 |
| 15) |
Finals week |
- |
| 16) |
Finals week |
- |
| |
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. |
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| 2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
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| 3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
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| 4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
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| 5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
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| 6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
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| 7) |
7. Design English language teaching curriculum and lesson plans. |
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| 8) |
8. Organize effective classrooms that promote English language learning. |
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| 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. |
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| 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. |
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| 11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
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| 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. |
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