SZ6616 Methods of Respecting Education Training

Faculty of Education
Spring 2025
Extent and Intensity
0/2/0. 2 credit(s). Type of Completion: z (credit).
In-person direct teaching
Teacher(s)
doc. Mgr. Jana Kratochvílová, Ph.D. (lecturer)
Mgr. Bc. Jan Nehyba, Ph.D. (lecturer)
Guaranteed by
Mgr. Bc. Jan Nehyba, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education
Prerequisites (in Czech)
!NOWANY( SZ6613 Drama Education in Teaching Practice , SZ6614 Global Development Education in Teachers Training , SZ6615 Cross-curricular Subjects in the National Framework Programme , SZ6617 Multicultural Lectures at Secondary Education , SZ6618 Personal and Social Education , SZ6619 Support of Student's Self-development through Coaching Techniques , SZ6620 Education of Students with Different Mother Tongue , SZ6621 Social Pathology in Secondary Education , SZ6622 Values Education in Teaching Practice , SZ6623 Education of Talented Students , SZ6624 Education in Teaching Practice , SZ6625 Analysis and Interpretation of Educational Situations in Schools )
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The seminar is focused on practical encounter with various concepts of respecting education. It consists in emphasis on practical tools for an educational activity, which are often based on various (theoretically-based) especially communication models and concepts (I-verdict, natural and artificial consequences, a method without the defeated, etc.). Simultaneously, each student in the seminar will have a possibility to take a critical position towards the introduced methods and concepts of respecting education. The base of the seminar is in mediation of self-experience with these techniques.
Learning outcomes
Outcomes: • Students know the essential concepts of respecting education. • Students have real self-experience with individual techniques of respecting education. • They apply selected techniques of respecting education to their life outside the context of the seminar. • They create or redefine their attitude to the theme of respecting education.
Syllabus
  • Main topics (syllabus): 1. Borders in education (setting rules, borders) – J.Rogge. 2. School without the defeated – T. Gordon: Who is in charge of a problem; making familiar with three methods of conflict solution 3. Respect and be respected – a Czech version of respecting education (P.Kopřiva). 4. Non-violent communication in education: I-verdict as a form of effective communication in a conflict situation and as an appraisal form, identification of teacher’s and pupil’s needs. 5. Non-respecting communication in education (No Excuses Charter Schools, case study by A. Chua and her “tiger education” approach). 6. How to solve discipline by means of positive education – social neurosciences in education (D. Siegel). 7. Summerhill – radical democracy in school. 8. Difference between artificial and natural consequences of education, children’s basic needs – education according to R. Dreikurs. 9. Theory of salting – confusing and provocative techniques in education (inspired by F.Farella, M.H.Erickson). 10. Children’s skills in education (Kidsskils - B. Furman). 11. Approach aimed at solution in education (J. Sharry). 12. Collaborative approach in education (M Selekman).
Literature
  • FURMAN, B. (ed.) Kids‘ skills in Action: Stories of playful and practical solution-finding with children. Bendigo: St. Luke’s Innovative Resources, 2010.
  • Chua, A. (2014). Battle hymn of the tiger mother. London: Bloomsbury Publishing.
  • Dreikurs, R., & Grey, L. (1993). Logical consequences: A new approach to discipline. New York: Plume Books.
  • uckworth, A. (2017). Grit: The power of passion and perseverance. New York: Scribner
  • Rosenberg, M. B. (2002). Nonviolent communication: A language of compassion. Del Mar, CA: PuddleDancer Press.
  • Gordon, T., & Burch, N. (1974). T.E.T., teacher effectiveness training. New York: P.H. Wyden.
  • Siegel, D. J., & Bryson, T. P. (2014). No-drama discipline: The whole-brain way to calm the chaos and nurture your child's developing mind.
Teaching methods
Methods: role-plays, communication training of individual techniques of respecting education, group discussion about techniques and philosophy of respecting education.
Assessment methods
Assessment methods: Reflection on one of the books listed in the literature (in what the book has enriched me, what I agree with, what I see differently and why) or an analysis of one of student’s applied techniques of respecting education. A recommended guide for the analysis: 1) Describe the situation: what it was like; 2) Analysis of the situation where a present approach is visible; 3) What contributions there are for me. 3 pages at least. Submission of continuous tasks into the Homework Vault in the information system (approximately 3 to 5 tasks).
Language of instruction
English
Listed among pre-requisites of other courses
The course is also listed under the following terms Spring 2020, Spring 2021, Spring 2022, Spring 2023, Spring 2024.
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