- Code
- EDU 547
- Name
- Classroom Management Leadership
- Semester
- 3
- Lecture hours
- 2.00
- Seminar hours
- 2.00
- Laborator hours
- 0.00
- Credits
- 3.00
- ECTS
- 6.00
- Description
-
This course represents and introduces best practices in classroom behavior management including the organization of time, materials, and spaces in the classroom, strategies for managing the behaviors of small and large groups of individuals, strategies for the administration of laboratory work, and accommodations for children with special needs. This course will also prepare students to feel confident, recognize and fulfill their responsibilities and rights as future teachers who will work with ordinary students and students with special needs.
- Objectives
-
The objectives of this course include enabling students to: Identify theories and applied models of discipline in the classroom, including the points of strengths and weaknesses of each model implemented. Identification of personal values and beliefs and conception of rules and procedures to be implemented in the classroom. Analyzing different classroom situations and recommending effective management strategies for individual and group situations. Analyzing different situational and behavioral scenarios in the classroom
- Java
- Tema
- 1
- THE CHANGING ROLE AND NATURE OF HEADSHIP Numerous research studies and reports from school inspectors and others claim that leadership, especially headship, is a crucial factor in school effectiveness and the key to organizational success and improvement. PP. 5-80
- 2
- THE CHANGING ROLE AND NATURE OF HEADSHIP The quality of leadership of the school, particularly by the headteacher, senior team and other staff with responsibilities PP. 5-80
- 3
- Seeking Self-Discipline When parents and teachers are asked to generate synonyms for classroom management, discipline is always listed. For our purposes,discipline is “to teach” students self-control, not “to punish.” In fact, punishment as a form of discipline to gain control is a last resort. PP. 80-135
- 4
- Seeking Self-Discipline Our goal is to establish a community of bonded and connected learners; such a community exhibits self-discipline and perseverance and takes responsibility for learning. PP. 80-135
- 5
- Bonding and connecting To have the students' attention and to make them have a prosocial attitude is difficult. Educators have competition for student attention and habits that didn’t exist just a few decades ago. PP 137-181
- 6
- Bonding and connecting Positive relationships with teachers were more important than class size, amount of teacher training, classroom rules, and school policy. When students feel connected to their teachers, fairly treated, and a part of the school, they are less likely to use drugs, drink alcohol, or smoke. PP 137-181
- 7
- Time and space matter Time is the most valuable thing a man can spend. How we use our time and space directly affects student learning.“Time is the coin of teaching. It’s up to us to spend it wisely.”There’s little argument about the importance of time on task. PP 183-214
- 8
- Midterm exam
- 9
- Time and space matter Generally, there are four social or task configurations in a classroom: teacher talk or presentation; small-group work; whole-group discussion, and independent work. PP 183-214
- 10
- Learning to Learn The ability to learn is an essential skill in this century. Rapidly changing technology has already had an effect on the need to retrain even highly skilled workers. Time management and decision-making are essential skills for the 21st century. PP 216-254
- 11
- Learning to Learn Teaching students how to learn requires structure and perseverance from the teacher. And it requires direct instruction of specific skills, which include time management and goal setting, as well as an environment where such skills can be practiced. PP 216-254
- 12
- Integrating Self-Management into the Curriculum This lesson will help in providing examples of how to teach the many skills necessary for a successful classroom through the existing curriculum. These skills are not only essential for the classroom, but they’re also crucial for success on the job, In family life, and with friends. PP. 256-292
- 13
- Integrating Self-Management into the Curriculum To both eliminate bad habits and provide for the needed repetition of good behaviors, we must immerse children in positive models. PP. 256-292
- 14
- Preventing Misbehavior If the symptom is misbehavior, we don’t want to be guilty of stopping it with punishment and ignoring the cause. PP. 294-336
- 15
- Preventing Misbehavior In sum, the classroom management literature tends to view management as a teacher responsibility and misbehavior as a problem that teachers have with students rather than the reverse. PP. 294-336
- 16
- Final Exam
- 1
- To be able to think of the best possible way of organising the lessons, making the most optimal use of teaching resources.
- 2
- To be able to manage electronic data sources by being able to archive data on individual student performance and data on student averages.
- 3
- To be able to organise physical aspects of the classroom infrastructure in order to promote a positive and efficient teaching and learning environment.
- 4
- To be able to build a classroom organization schedule in accordance with different thematic contents, different teaching strategies, and student grouping strategies.
- 5
- To be able to analyze specific classroom situations with reference to the legal, ethical and professional standards of organizing behavioral situations in the classroom.
- 6
- To be able to observe, analyze and document the behaviors of students in the classroom and list them next to the appropriate intervention strategies to change the behaviors in accordance with the situations that are created in the classroom.
- Quantity Percentage Total percent
- Midterms
- 1 35% 35%
- Quizzes
- 0 0% 0%
- Projects
- 0 0% 0%
- Term projects
- 0 0% 0%
- Laboratories
- 0 0% 0%
- Class participation
- 1 20% 20%
- Total term evaluation percent
- 55%
- Final exam percent
- 45%
- Total percent
- 100%
- Quantity Duration (hours) Total (hours)
- Course duration (including exam weeks)
- 16 4 64
- Off class study hours
- 14 4 56
- Duties
- 0 0 0
- Midterms
- 1 10 10
- Final exam
- 1 20 20
- Other
- 0 0 0
- Total workLoad
- 150
- Total workload / 25 (hours)
- 6.00
- ECTS
- 6.00