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Lecturer(s)
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Course content
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1. The relational level of communication and its effects on behaviour/learning; the experience of emotions during communication with students and its effects on the student and on the students; conscious work with inner language; basic relational aggressions. 2. Recognition of overt, covert (manipulative) and overtly aggressive and passive communication. Sharing situational contexts appropriate for using open and overtly aggressive communication. 3. Objective language as a way of separating criticism of behavior from criticism of the student. Ways of building mutual understanding between teacher and pupil through open communication focused on behaviour and its impact. 4. Managing excuses and responding to pupils' irresponsible behaviour. Clearly defining the boundaries of teacher responsibility (creating concrete conditions for learning) and pupil responsibility. 5. Leadership and management of pupils as the teacher's basic ways of responding to specific classroom behaviours. Specific skills to be used in guiding pupils towards responsibility and autonomy (controlled expression of emotions, objective language, open-ended questions focused on the here and now or the future, disclosure of needs). 6. The primary social needs of pupils (status, security, autonomy, trust, fairness) and the possibilities of their saturation in teacher-pupil communication. Positive unconditional attention as a causal way of dealing with disciplinary problems of some children.
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
- Individual project (40)
- 30 hours per semester
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| prerequisite |
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| Knowledge |
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| Knowledge of the content of the concepts: communication, interaction, responsibility, autonomy, aggression, behaviour |
| Knowledge of the situational contexts of the teacher's work in the classroom |
| Skills |
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| Understanding the difference between cause and effect |
| Describing your emotions |
| Perceive and simply describe the situational contexts of pupils' behaviour at school |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| The student knows the ways of experiencing emotions and their effects on pupils and on himself/herself |
| The student knows the relational aggressions committed in communication |
| The student knows what manipulation in communication is and how it manifests itself |
| The student knows the principles of objective language and can describe them |
| The student knows the principle of pupil excuses and can describe it |
| Student knows the difference between motivation and stimulation and can clearly describe what he/she is responsible for in school and what students are responsible for |
| The student knows the situational contexts appropriate for leading and managing pupils |
| The student can describe the principles of the different skills involved in holding pupils accountable for learning and behaviour |
| The student knows the primary social needs of pupils (status, security, autonomy, trust, fairness) and can describe how he/she can consciously work with these needs when communicating with pupils. |
| The student knows the four types of attention that he/she can direct towards his/her pupils and can describe how he/she can show positive, unconditional attention to pupils. |
| Skills |
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| The student is able to recognize the different ways of experiencing emotions in his/her communication with students and describe their effects in a specific situation |
| The student can recognise relational aggression in communication (evaluation, interpretation, mentoring, irony, double bind, threat, manipulation, etc.) |
| The student can use objective language describing only the student's behavior |
| The student is able to respond with guidance to student excuses |
| The student is able to direct students openly in appropriate contexts (orders, descriptions of consequences, choices of options) |
| The student can consciously saturate the primary social needs of pupils during communication with them |
| The student can consciously provide positive unconditional attention to pupils |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Interactive lecture |
| Discussion |
| Individual study |
| Skills |
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| Staging methods, role playing |
| Individual study |
| Practicum |
| Simulation of practical situations |
| Competences |
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| Discussion |
| assessment methods |
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| Knowledge |
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| Peer evaluation of students |
| Continuous assessment |
| Skills |
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| Continuous assessment |
| Peer evaluation of students |
| Competences |
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| Formative evaluation |
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Recommended literature
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Bendl, Stanislav. Školní kázeň v teorii a praxi : učebnice pro studenty učitelství. 1. vyd. Praha : Triton, 2011. ISBN 978-80-7387-432-2.
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BERGER, Andrea. Self-regulation (brain, cognition, and development. Washington. 2011.
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Cangelosi, James S. Strategie řízení třídy : Jak získat a udržet spolupráci žáků při výuce. Vyd. 5. Praha : Portál, 2009. ISBN 978-80-7367-650-6.
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Čapek, Robert. Odměny a tresty ve školní praxi : kázeňské strategie, zásady odměňování a trestání, hodnocení a klasifikace, podpora a motivace žáků. 2., přepracované vydání. 2014. ISBN 978-80-247-4639-5.
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Dubec, Michal. Mozek žáků a kázeň ve třídě, aneb odpovědnost a seberegulace žáků potřebují prostor. Praha. 2017, ISSN 2570-8279.
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Dubec, Michal. Nepřizpůsobivé chování žáků jako výzva pro učitele. In: Reflexe mezi lavicemi a katedrou. brno. 2014.
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Dubec, Michal. Vedení žáků k sebeřízení na základě poznatků o fungování mozku. In: Krajinou zkušenostně reflektivního učení. Brno. 2013.
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Goleman, D. Emoční inteligence.. Praha: Metafora, 2011. ISBN 978-80-7359-334-6.
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GROSS, James. at all. Handbook of Emotion Regulation. New York. 2014.
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Holeček, Václav. Psychologie v učitelské praxi. Vyd. 1. Praha : Grada, 2014. ISBN 978-80-247-3704-1.
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Michalová, Zdeňka. Předškolák s problémovým chováním : projevy, prevence a možnosti ovlivnění. Vyd. 1. Praha : Portál, 2012. ISBN 978-80-262-0182-3.
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Nakonečný, M. Sociální psychologie. Praha. 2009.
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ROSENBERG, Marshall B. Nenásilná komunikace. 2016. ISBN 978-80-262-1079-5.
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Říčan, Pavel. Cesta životem : přepracované vydání. 3. vydání. 2014. ISBN 978-80-262-0772-6.
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Schulz von Thun, Friedemann. Jak spolu komunikujeme? : překonávání nesnází při dorozumívání. Vyd. 1. Praha : Grada, 2005. ISBN 80-247-0832-9.
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Šeďová, Klára; Švaříček, Roman,; Šalamounová, Zuzana. Komunikace ve školní třídě. Vyd. 1. Praha : Portál, 2012. ISBN 978-80-262-0085-7.
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Úlehla, Ivan. Umění pomáhat. Vyd. 3., V SociologickĂŠm nakl. 2. Praha : Sociologické nakladatelství, 2005. ISBN 80-86429-36-9.
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Vágnerová, Marie. Školní poradenská psychologie pro pedagogy. Vyd. 1. Praha : Karolinum, 2005. ISBN 80-246-1074-4.
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Watzlawick, Paul; Bavelasová, Janet Beavin; Jackson, Don D. Pragmatika lidské komunikace : interakční vzorce, patologie a paradoxy. Hradec Králové : Konfrontace, 1999. ISBN 80-86088-04-9.
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