| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT5018 | Personal Development and Effective Communication Skills for Teachers | Fall | 3 | 0 | 3 | 12 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi HATİME ÇİFTÇİ |
| Course Objectives: | ELT 5018 aims to help teachers raise their self-awareness and to equip them with powerful and effective verbal and non-verbal communication skills. Neuro-Linguistic Programming principles and techniques also play a prominent role in improving the quality of student-teachers' interactions with their students, friends, and colleagues. |
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The students who have succeeded in this course; Upon successful completion of ELT 5008, student-teachers will have enhanced their communicative abilities by acquiring the skills listed below. They will have learned to do the following: -Apply NLP techniques and principles in their personal and academic lives. -Apply effective communication skills in their daily and professional/academic lives. -Use non-verbal communication skills more effectively. -Improve the quality of their interactions. -Build better relationships, especially with potentially difficult personalities. -Use language which improves learning potential. -Use the power of self talk. -Identify their own and their students’ meta-programmes. -Improve their coaching skills. -Identify their personality types. -Overcome stress and anxiety and help their students to do so. -Help learners overcome learning blocks -Motivate themselves and their students. -Change negative beliefs and attitudes into positive ones. |
| Topics such as action research, basic principles of effective communication, the NLP communication model, strategies for achieving positive teaching and learning outcomes, change through communication, conflict management, non-verbal communication, self- and class motivation techniques, and Milton Language Patterns will make up the weekly reading assignments. Familiarity with these topics will help to inform active participation in classroom discussions, cogent reflection in weekly reflection papers, and effectively communicated presentations. This work will culminate in a final project chosen by the student. |
| Week | Subject | Related Preparation | |
| 1) | Getting to know each other, Needs Analysis | ||
| 2) | Introduction to NLP Basic principles of NLP Presuppositions Communication model NLP in Education | ||
| 3) | Models for success, Resources, Improving coaching skills in teaching | ||
| 4) | Well-formed outcomes SMART Goals | ||
| 5) | Values and beliefs, Change techniques | ||
| 6) | Communication outcomes, NLP Communication Model, Change through communication, Communicating to a group | ||
| 7) | Pacing-Leading-Rapport building strategies, Non-verbal communication/Body language | ||
| 8) | Representational systems, Identifying sensory preferences, Eye Accessing Cues | ||
| 9) | Effective use of language in the classroom, Milton Model, Milton language patterns, Asking quality questions in the classroom, Presuppositions in Language | ||
| 10) | Metaphor as a powerful learning tool, Metaphors for rapport, Metaphoric motivation, Metaphor and memory | ||
| 11) | Anchors and Anchoring | ||
| 12) | Metaprogramlar, Kişilik programları | ||
| 13) | Modelling, Frames and Reframing | ||
| 14) | State management, Overcoming stress and anxiety, Motivating yourself and your students, Power of self talk | ||
| Course Notes: | Alder, H. (2002). Handbook of NLP. A Manual for Professional Communicators. Vermont, USA and London, UK: Gower Publishing Limited. Camp, Di. (1996). The Excellent Trainer: Putting NLP to Work. Vermont, USA and London, UK: Gower Publishing Limited. Churches,R. & Terry, R. (2007). NLP for Teachers: How to Be a Highly Effective Teacher. Carmarthen, Wales, UK and Burlington, CT, USA: Crown House Publishing Company, LLC. O’Connor, J. (2001). NLP Workbook. A Practical Guide to Achieving the Results You Want. London, UK: Thorsons Publishers. O’Connor, J. & Seymour, J. (2002). Introducing NLP. Perth, Austalia: Element Publishing. Revell, J & Norman, S. (1997). In Your Hands: NLP in ELT. London, UK: Saffire Press. Revell, J. & Norman, S. (1999). Handing Over: NLP-Based Activities for Language Learning. London, UK: Saffire Press. |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 10 | % 30 |
| Presentation | 1 | % 20 |
| Project | 1 | % 40 |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | % 0 | |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 1 | 10 | 10 |
| Project | 1 | 40 | 40 |
| Homework Assignments | 10 | 10 | 100 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | ||
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | ||
| Jury | 0 | ||
| Final | 0 | 0 | 0 |
| Total Workload | 192 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |