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. Mgr. Jana Kratochvílová, 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: Fri 1. 3. 8:00–11:50 učebna 38, Fri 15. 3. 8:00–11:50 učebna 38, Fri 12. 4. 10:00–13:50 učebna 42, M. Vejmělková
SZ6025/02: Fri 8. 3. 8:00–11:50 učebna 38, Fri 22. 3. 8:00–11:50 učebna 38, Fri 26. 4. 8:00–11:50 učebna 38, M. Vejmělková

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 Mother Tongue 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 )

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: 0/48, 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 37 fields of study the course is directly associated with, display

Course objectives

The course presents to the students different types of educational situations. 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 the pupil. On the base of the case studies the students will learn about possible solutions to specific educational situations. They will become familiar with the techniques and methods which are crucial in the process of managing the problem situations in the classroom. By creating model situations, the students will get the chance to practice the particular techniques and methods in groups.

Learning outcomes

Learning outcomes:
After the course the students will be able to:
• recognise 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
• think and discuss the possible solutions of problem educational situations
• apply assertive communication procedures
• use stress-managing techniques
• use adequate procedures in response 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)
• set up a program to create rules in the classroom and strenghten the positive relationships among pupils
• sort out the pathological phenomena in the classroom.

Syllabus

• 1. Introduction to problem behavior of the pupils, the relationship between the teacher and the pupils
• 2. Possibilities and usage of non-verbal communication, verbal communicaton and assertive communication in educational situations
• 3. Procedures of coping with stressful situations in the classroom, reflection of one own´s emotions, frustration and anger
• 4. Restlessness in the classroom, distraction, forgetting
• 5. Inappropriate behavior, trouble-making and rude pupil
• 6. Negativism and uncooperative pupil
• 7. Situations in the classroom with pupil with ADHD symptoms and other health disorders
• 8. Serious breaking of the school rules (drugs, alcohol, thefts, hurting others)
• 9. Working with the classroom, setting and maintaining the class rules
• 10. Scoff, ostracizing, bullying in the classroom
• 11. Accepting and eliminating educational lapses while working with pupils
• 12. Summary, practice and reflexion of the seminar.

Literature

• Bittnerová, D. (2002). Rvačka jako kulturní forma. In Pražská skupina školní etnografie, 1.–8. třída: příloha závěrečné zprávy o řešení grantového projektu GA ČR 406/00/0470 „Žák v měnících se podmínkách současné školy“. Dostupné z http://userweb.pedf.cu
• Odsouzeni k manuální práci: vzdělanostní reprodukce v dělnické rodině.
• Kaščák, O., & Filagová, M. (2007). Javisko a zákulisie školy: o materskej škole a skrytom kurikule. Trnava: Typi Universitatis Tyrnaviensis.
• LOJDOVÁ, Kateřina. Není nekázeň jako nekázeň: Rezistentní chování žáků jako projev moci ve školní třídě (Pupil’s Resistance Behaviour as a Power Manifestation within Classroom). Orbis Scholae. Karolinum, 2015, vol. 9, No 1, p. 103-117. ISSN 1802-4637. Available from: https://dx.doi.org/10.14712/23363177.2015.74. URL info
• LOJDOVÁ, Kateřina. Skryté kurikulum, žité příběhy. Narativy studentů učitelství o škole (Hidden curriculum, lived stories. Student teachers’ narratives about school). Pedagogická orientace. Česká pedagogická společnost o.s., 2015, vol. 25, No 5, p. 649-670. ISSN 1211-4669. Available from: https://dx.doi.org/10.5817/PedOr2015-5-649. URL info
• VLČKOVÁ, Kateřina, Kateřina LOJDOVÁ, Josef LUKAS, Jan MAREŠ, Zuzana ŠALAMOUNOVÁ, Tomáš KOHOUTEK, Jarmila BRADOVÁ and Stanislav JEŽEK. Z posluchárny za katedru: Mocenské vztahy ve výuce studentů učitelství (From a Lecture Hall to a Teacher´s Desk Power Relations in Student Teacher Classes). Online. 1., elektronické vyd. Brno: Masarykova univerzita, 2015, 237 pp. ISBN 978-80-210-8097-3. Available from: https://dx.doi.org/10.5817/CZ.MUNI.M210-8097-2015. Čítárna Munispace info
• JARKOVSKÁ, Lucie. Gender před tabulí: Etnografický výzkum genderové reprodukce v každodennosti školní třídy (Gender in front of the blackboard.). Praha: Sociologické nakladatelství, 2013, 250 pp. Edice Studie. ISBN 978-80-7419-119-0. info
• ŠEĎOVÁ, Klára. Mocenské konstelace ve výukové komunikaci (Constellations of Power in Educational Communication). Studia paedagogica. Brno: Masarykova univerzita, 2011, vol. 16, No 1, p. 89-118. ISSN 1803-7437. info
• KATRŇÁK, Tomáš. Odsouzeni k manuální práci: Vzdělanostní reprodukce v dělnické rodině (Destined for Manual Job: Educational Reproduction in Working Class Family). Praha: Slon, 2004, 190 pp. Studie. ISBN 80-86429-29-6. URL 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 educational situations
Second part of the seminar: practical exercises using model situations, application of the knowledge gained in the first part of the seminar, reflexion

Assessment methods

Assessment method:
Completion of a seminar task in three gradual steps.
Preparation for seminars: reading.
Active participation in seminars.

Language of instruction

Czech

Further Comments

Study Materials

• Enrolment Statistics (Spring 2019, recent)
  
• Permalink: https://is.muni.cz/course/ped/spring2019/SZ6025