SZ7BP_KOM1 Educational Communication

Faculty of Education
Spring 2019
Extent and Intensity
0/1/0. 1 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. RNDr. Eva Trnová, PhD. (seminar tutor)
Mgr. Radek Pospíšil, Ph.D. (seminar tutor)
Mgr. Lucie Škarková, Ph.D. (seminar tutor)
Guaranteed by
Mgr. Lucie Škarková, Ph.D.
Department of Education – Faculty of Education
Contact Person: Soňa Kudelová
Supplier department: Department of Education – Faculty of Education
Timetable of Seminar Groups
SZ7BP_KOM1/01: Tue 5. 3. 13:00–14:50 učebna 24, Tue 19. 3. 13:00–14:50 učebna 24, Tue 16. 4. 13:00–14:50 učebna 24, Tue 30. 4. 13:00–14:50 učebna 24, Tue 7. 5. 13:00–14:50 učebna 24, L. Škarková
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
there are 37 fields of study the course is directly associated with, display
Course objectives
Main objectives can be summarized as follows: (a)to understand bases pedagogic communication and get up basic communication skills.
(b) develop student's ability to reflect specific educational situations in relation to characteristics of classroom communication as well as in relation to individual actors of classroom communication (teacher, teacher assistant, pupil, parent).
Learning outcomes
At the end of the course the student will be able to apply new knowledge and skills in practice and understand the basic terminology of the subject.
Syllabus
  • Main topics (syllabus):
  • 1. Classroom communication and classroom interaction, affect of teacher's slef-concept on their teaching actions.
  • 2. Verbal communication (spoken and written) and nonverbal communication.
  • 3. The specifics of classroom communication (IFR structure, dialogue in instruction, conditions, methods, content, resources, objectives).
  • 4. Effective communication with parents : teacher - pupil - parent.
  • 5. Teacher's questions - according to stages and teaching methods.
  • 6. Teacher´s questions - according to cognitive and affective goals.
  • 7. Feedback - its types, functions and importance for individual's learning.
  • 8. Use of space in classroom communication, proxemics. 9. Techniques of interviewing, listening, summarizing, recapitulation.
  • 10. Emotional side of classrroom communications (acceptance, empathy, positivity, expressivity, humor etc.).
  • 11. Nonviolent communication.
  • 12. Presentation skills – powerpoint.
Literature
    required literature
  • MAREŠ, Jiří and Jaro KŘIVOHLAVÝ. Komunikace ve škole. Vydání první. Brno: Masarykova univerzita, 1995, 210 stran. ISBN 8021010703. info
  • GAVORA, Peter. Učitel a žáci v komunikaci. Translated by Veronika Lyková. Brno: Paido, 2005, 165 stran. ISBN 8073151049. info
  • PALENČÁROVÁ, Jana and Karel ŠEBESTA. Aktivní naslouchání při vyučování : rozvíjení komunikačních dovedností na 1. stupni ZŠ. Vyd. 1. Praha: Portál, 2006, 102 s. ISBN 8073671018. info
  • NELEŠOVSKÁ, Alena. Pedagogická komunikace. 1. vyd. Olomouc: Univerzita Palackého, 2002, 181 s. ISBN 8024405105. info
    recommended literature
  • MAREŠ, Jiří and Jaro KŘIVOHLAVÝ. Sociální a pedagogická komunikace ve škole. 1. vydání. Praha: Státní pedagogické nakladatelství, 1990, 161 stran. ISBN 8004218547. info
  • Náhradní obsah: Vybrané studie z časopisu Komenský: http://www.ped.muni.cz/komensky/predesle-rocniky
  • ŠEĎOVÁ, Klára, Petr SUCHÁČEK and Martin MAJCÍK. Kdopak to mluví? Participace žáků ve výukové komunikaci na druhém stupni základní školy (Who is talking? Student participation in classroom discourse at lower secondary school). Pedagogika. Praha: Pedagogická fakulta, Univerzita Karlova, 2015, vol. 65, No 2, p. 143-162. ISSN 0031-3815. info
  • ŠEĎOVÁ, Klára and Jana HRUBÁ. Na cestě k dialogickému vyučování (classroom discourse, dialogic teaching). Komenský. Masarykova univerzita, 2015, vol. 140, No 2, p. 11-16. ISSN 0323-0449. info
  • ŠEĎOVÁ, Klára and Martin SEDLÁČEK. Žákovská participace jako předmět akčního výzkumu (Student participation as the focus of action research). Studia paedagogica. Brno: Masarykova univerzita, 2015, vol. 20, No 2, p. 33-58. ISSN 1803-7437. Available from: https://dx.doi.org/10.5817/SP2015-2-3. URL Digitální knihovna FF MU info
  • ŠEĎOVÁ, Klára. Podoby pedagogické komunikace v české škole: intencionální a iluzivní dialog (Forms of Pedagogic Communication in the Czech School: Intentional and Illusionary Dialogue). Pedagogika. Praha: PedF UK, 2005, vol. 2005, No 4, p. 368 - 381, 13 pp. ISSN 0031-3815. info
  • NELEŠOVSKÁ, Alena. Vybrané kapitoly z komunikativních dovedností. 3. vyd. Olomouc: Univerzita Palackého, 1995, 96 s. ISBN 8070674431. info
Teaching methods
Presentations, feedback, reflection, discussion.
Assessment methods
Credit.
Additional information:
To complete the course successfuly:
- 75% attendance in seminars is required;
- individual performance of the student before the class recorded on a video is a basic requirement, which demonstrates mastery of the rules of effective classroom communication (see topics 1-10), feedback on the student's performance is provided by the teacher and other students of the seminar group (see topic 7);
- further requirement is drafting a written reflection or introspection (in volume of 1-2 pages, 5000 characters) related to the topics specified in the outputs 1 - 4 (e.g. management of communication skills with an emphasis on classroom communication in interaction with pupils, strengths and weaknesses of own communication, etc.).
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2003, Autumn 2004, Autumn 2005, Autumn 2006, Autumn 2007, Spring 2009, Spring 2010, Spring 2011, Spring 2012, Spring 2013, Spring 2014, Spring 2015, Spring 2016, Spring 2017, Spring 2018, Spring 2020.
  • Enrolment Statistics (Spring 2019, recent)
  • Permalink: https://is.muni.cz/course/ped/spring2019/SZ7BP_KOM1