The goal of the course

The course aims to introduce beginner teachers to situations they may face at the start of their careers. The course consists of these topics: how to establish a relationship with the principal and colleagues, how to find your teaching style, how to get to know the class, how to plan and provide support measures, how to cooperate with the School Counselling Centre and teaching assistants, how to provide formative feedback and assessment, and how to react to the behaviour of pupils. The entire e-learning course is designed to connect theoretical knowledge and practical activities. The goal of the course is to introduce you to how schools function so you could begin your career with minimal difficulties.

Course outcomes

After completing the course, students will become familiar with common situations they may face at the beginning of their careers. They will be able to prepare themselves for starting in a new class and a new school. They will be able to use techniques for working with pupils. They will learn basic methods to effectively cooperate with a teaching assistant and the School Counselling Centre staff. The students will be well informed about the essential documents concerning the work with the class and pupils with an individual educational plan. They will be able to address any crisis that might arise while working with the class.

Outline

• Getting to know the school - the principal, teaching staff, School Counselling Centre, and teaching assistants.
  • Meeting the principal
  • Looking for partners in the teachers’ lounge
  • Meeting a teaching assistant(s)
  • Meeting the School Counselling Centre
• Meeting the class.
  
  • Who are they? And who am I?
  • This is the way I teach; how do you learn?
  • Planning and providing first-level support measures
• Cooperating with the School Counselling Centre and teaching assistants
  • Cooperating with colleagues
  • Cooperating with a teaching assistant
  • Cooperating with the School Counselling Centre
• Daily work in the class
  • Providing formative feedback
  • Work concerning behaviour in the class
  • Difficult situations within the class

Bibliography

• CASEL. (2013). CASEL Guide: Effective Social and Emotional Learning Programs - Preschool and Elementary School Edition. 
• Grodon, T. (2000). Parent Effectiveness Training: The Proven program for Raising Responsible Children.
• Humphrey, N. (2013). Social and Emotional Learning: A Critical Appraisal. SAGE Publications Ltd
• Maté, G. (2008). In the Realm of Hungry Ghosts: Close Encounters with Addiction, Toronto: A.A. Knopf Canada.
• Skidmore, D. (2004). Inclusion: The Dynamic of School Development.
• Sweeney, Ch. (2016). Inclusive Leadership: The Definitive Guide to Developing and Executing an Impactful Diversity and Inclusion Strategy
• Tannenbergerová, M., Fučík, P., Pančocha, K. & Vrubel, M (2018). Evaluation of School Inclusion: Mission (Im)possible.
• Vrubel, M., Röderová, P., Jágrová, N. Education, Support and rehabilitation for people with visual impairments (2017).
• Wiliam, D. & Leahy, S. (2016) Embedding Formative Assessment: Practical Techniques for K-12 Classrooms
• www.pbis.org
• books for children about inclusion and diversity: 

Teaching methods

Independent study of the lessons, completing the assignments, contributing to the course discussion forum concerning the topic of each class (what vital information am I taking from the lesson or do I have any doubts), including reactions to your colleagues' contributions.

Assessment methods

Review of the completed assignments and active participation in the course discussion forum.

To successfully complete the course, it is necessary to complete 75 % of the assigned tasks in the e-course (i.e. to submit at least 9 completed excercises).

Working with the course

The entire course runs on the Masaryk University information system (IS MUNI). The home page of the e-learning course contains links to all chapters. After clicking on the selected chapter, it is possible to continue reading by clicking on Next at the bottom of the page. On the right side, there is a menu that enables easier navigation through the chapters and the entire e-course.

Selected terms are explained in more detail in the Glossary. In addition, you can find cor-responding links throughout the text.

There are assignments throughout the text. In some you will be asked to submit your work, in others to reflect upon the things learnt in the chapter. The assignments are differ-ent for local and international students to ensure the course has the broadest reach possi-ble.

Comment:

We would like to clarify the terms used to describe the structure of the first stage of the educational system in the Czech Republic: 

Elementary school - In the Czech education system, it is attended by children from 6 to 15, across 9 grades. It is divided into two levels: 

First level - It is also known as the primary level (or primary cycle) in other countries. It is divided into grades 1 to 5 (ages 6 to 11). There is only one teacher who teaches all the subjects in each class. 

Second level - It is also known as the lower-secondary level (or lower-secondary cycle) in other countries. It consists of grades 6 to 9 (ages 12 to 15). The critical difference is that there is a different teacher for each subject and the 'class teacher' responsible for managing relations in the class.