PdF:SZ6025 Analysis and Interpretation of - Course Information

SZ6025 Analysis and Interpretation of Educational Situations in Schools

Extent and Intensity

0/2/0. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

doc. PaedDr. Hana Horká, CSc. (seminar tutor)
doc. Mgr. Jana Kratochvílová, Ph.D. (seminar tutor)
Mgr. Jana Létalová, Ph.D. (seminar tutor)
doc. Mgr. Kateřina Lojdová, Ph.D. (seminar tutor)
Mgr. Bc. Markéta Vejmělková (seminar tutor)

Guaranteed by

doc. Mgr. Kateřina Lojdová, Ph.D.
Department of Education – Faculty of Education
Supplier department: Department of Education – Faculty of Education

Timetable of Seminar Groups

SZ6025/01: Mon 9:00–10:50 učebna 78, H. Horká
SZ6025/02: Mon 16:00–17:50 učebna 25

Prerequisites (in Czech)

!NOWANY( SZ6013 Drama Education in Teaching Practice , SZ6014 Global Development Education in Teachers Preparation , SZ6016 Methods of Respecting Education Training , SZ6017 Multicultural Lectures at Secondary Education , SZ6018 Personal and Social Education , SZ6019 Support of Student's Elf-development through Coaching Techniques , SZ6020 Education of Student's with Different first Language , SZ6021 Social Pathology in Secondary Education , SZ6022 Values Education in Teaching Practice , SZ6023 Gifted Student's Education , SZ6024 Education in Teaching Practice , SZ6015 Cross-curricular Subjects in the National Framework Programme )&&(SEMESTR(1)||SEMESTR(2))

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 48 student(s).
Current registration and enrolment status: enrolled: 6/48, only registered: 0/48, only registered with preference (fields directly associated with the programme): 0/48

fields of study / plans the course is directly associated with

there are 61 fields of study the course is directly associated with, display

Course objectives

The course presents different types of educational situations to the students. During the course the students will learn about the dynamics and possible causes of behavioral problems in the school environment. They will be able to look at the situations from the perspective of the teacher as well as from the perspective of the pupil. Students will learn about possible solutions to specific educational situations through case studies. They will become familiar with the techniques and methods which are crucial in the process of managing the challenging situations in the classroom. Students will get the chance to practice the techniques and methods in groups by participating in scenarios.

Learning outcomes

Learning outcomes:
After the course the students will be able to:
• recognize the problem situation in the classroom which requires his/her intervention
• understand the dynamics of the problem behavior of the pupils, choose the optimal way to sort out the problem and prevent it in the future
• discuss the possible solutions to challenging behavior problems in the classroom
• apply assertive communication techniques
• use stress-managing techniques
• respond adequately to inappropriate pupil behavior
• look up and work with proper methodical guidelines of the MŠMT (Ministry of Education, Youth and Sport of the Czech Republic)
• sort out the pathological phenomena in the classroom.

Syllabus

• Hlavní témata (osnova):
• Introduction to challenging behavior in the classroom, the causes and circumstance of challenging behavior in pupils, relationship between the teacher and the pupils.
• Possibilities and usage of non-verbal communication, verbal communication and assertive communication in educational situations.
• Ways of coping with stressful situations in the classroom, reflection of one´s emotions, frustration and anger.
• Principles and concrete steps for managing challenging situations with the pupils.
• Working with the class rules, restlessness in the classroom, classroom distractions.
• Personal and social development of the pupils, strategies and techniques.
• Accepting and eliminating educational mistakes.
• Seminar summary, practice of the acquired techniques and strategies and feedback on the seminar.

Literature

• BRÉDA, Jiří, Robert ČAPEK, Eva DANDOVÁ a Jitka KENDÍKOVÁ. Třídní učitel jako kouč. 1. vyd. Praha: Raabe, 2017. 125 s. ISBN 978-80-7496-293-6.
• HOLEČEK, Václav. Aplikovaná psychologie pro učitele. 1. vyd. V Plzni: Západočeská univerzita v Plzni, 2001, 109 s. ISBN 8070828099. info
• KOPŘIVA, Pavel, Jana NOVÁČKOVÁ, Dobromila NEVOLOVÁ and Tatjana KOPŘIVOVÁ. Respektovat a být respektován. 3. vydání. Bystřice pod Hostýnem: P. Kopřiva - Spirála, 2008, 286 stran. ISBN 9788090403000. info
• ROGERS, Bill. Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. 4. vyd. Los Angeles: SAGE, 2015. 324 s. ISBN 978-1-4462-9533-5.
• ROLLNICK, Stephen and Hana ANTONÍNOVÁ. Motivační rozhovory ve škole. Vydání první. Praha: Portál, 2017, 183 stran. ISBN 9788026212744. info
• SVOBODA, Jan and Leona JOCHMANNOVÁ. Krizové situace výchovy a výuky. 1. vydání. Praha: Stanislav Juhaňák - Triton, 2015, 211 stran. ISBN 9788073879358. info
• TESAŘOVÁ, Martina. Jak na žáky : zvládání náročných situací ve třídě. Vydání první. Praha: Portál, 2016, 166 stran. ISBN 9788026210474. info
• VALIŠOVÁ, Alena. Asertivita v rodině a ve škole, aneb, Zásady přímého jednání mezi dětmi, rodiči a učiteli. Vyd. 3., uprav. Jinočany: H a H, 1998, 181 s. ISBN 80-86022-41-2. info

Teaching methods

First part of the seminar: knowledge base in the topic, case studies, discussion, work in the groups, possible ways of dealing with the challenging behavior in the classroom
Second part of the seminar: practical exercises using scenarios, application of the knowledge gained in the first part of the seminar, reflection

Assessment methods

Assessment methods: 1) Completion of a seminar task. Assignment: a) based on your experience, describe a situation involving inappropriate behaviour of a pupil/pupils in the whole context (what happened?) b) analyze possible reasons of such behaviour/situation (why did it happen?) c) explain how was the situation sorted out by the teacher (other authority/ies). Suggest your own solution of the situation based on relevant theoretical sources (how was the situation sorted out/ how could it be sorted out?). 2) Preparation for seminars. 3) Active participation in seminars.

Language of instruction

Czech

Further Comments

Study Materials

• Enrolment Statistics (recent)
  
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