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Lecturer(s)
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Břečková-Chalupová Eva, PhDr. Ph.D.
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Šírová Eva, PhDr. Ph.D.
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Course content
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Following on from the subject Psychology of the Pupil and School Class I, this subject focuses on knowledge from social psychology (e.g., communication at school, the school class as a social group) and its practical application. It also focuses on school class management, risky behavior and its manifestations at school, and the possibilities for intervention by teachers and other adults: Subtopics: 1. Communication at school (communication between teachers and students, between teachers, between teachers and parents and the wider public, between students), possible interventions to develop students' communication skills. (2 hours) 2. Social groups (group structure and dynamics, group relationships, the school classroom as a specific social group, the social climate in the school classroom, risky behavior and its manifestations at school). Psychological aspects of classroom management. (2 hours) 3. Psychology for school (tasks of educational counselors, school psychologists, and psychologists in educational-psychological counseling centers, possibilities and importance of cooperation between family and school in upbringing and education). (2 hours)
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Learning activities and teaching methods
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Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Lecture
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Learning outcomes
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Objectives: - I understand the relationships between students in the classroom and how they communicate with each other. - I understand the differences in communication with students, parents, and other teachers. - I know how to work with the classroom environment. - I am proficient in classroom management. - I will be familiar with various methods for regularly and, above all, preventively monitoring the classroom atmosphere and relationships in the classroom (classroom hours, individual interviews, classroom sociometry, questionnaire surveys); - I will be able to seek cooperation with counseling staff both inside and outside the school, especially with the prevention specialist, school psychologist, and educational counselor. Competencies developed: 2.2., 2.4., 3.1., 5.1., 5.2 see Competency Framework for Teaching Graduates
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
exam
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Recommended literature
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BOUKALOVÁ, H., CERHA, O., SEDLÁČEK, M., ŠÍROVÁ, E. Psychologie komunikace. Praha: Grada, 2023. ISBN 978-80-271-1388-0.
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FONTANA, D. Psychologie ve školní praxi: příručka pro učitele. Praha, 2003. ISBN 80-7178-626-8.
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GAVORA, P. Učitel a žáci v komunikaci..
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GORDON, T. Škola bez poražených: praktická příručka efektivní komunikace mezi učitelem a žákem. Praha: Malvern..
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HAYES, N. Základy sociální psychologie. Praha: Portál, 2021. ISBN 978-80-262-1850-0.
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HELUS, Z. Sociální psychologie pro pedagogy. Praha: Grada, 2007. ISBN 978-80-247-1168-3.
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HRABAL, V. Diagnostika: pedagogickopsychologická diagnostika žáka s úvodem do diagnostické aplikace statistiky. Praha: Karolinum..
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KREJČOVÁ, L. Žáci potřebují přemýšlet. Co pro to mohou udělat jejich učitelé.. Praha: Portál, 2013. ISBN 978-80-262-0496-1.
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Kyriacou, Ch., Dvořák, D., Koldinský, M. Klíčové dovednosti učitele: cesty k lepšímu vyučování. Praha: Portál, 2008. ISBN 978-80-736-7434-2.
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KYRIACOU, Ch.. Řešení výchovných problémů ve škole.. Praha: Portál, 2005. ISBN 80-7178-945-3.
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MERTIN, V., KREJČOVÁ, L. a kol. Metody a postupy poznávání žáka. Pedagogická diagnostika..
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MERTIN, V., KREJČOVÁ, L. a kol. Problémy s chováním ve škole. Individuální výchovný plán..
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MERTIN, V., KREJČOVÁ, L. Výchovné poradenství. Praha: Wolters Kluwer, 2020. ISBN 978-80-7598-174-5.
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