Annotation The primary purpose of the thesis is to discuss and point out the specifics of the role of the teacher in alternative schools. The thesis focuses on Waldorf pedagogy, Montessori approach, Dalton plan and ScioSchool in particular. In the theoretical part alternative education is introduced, history and basic principles of all the above mentioned alternative approaches to education are presented, target age group of the research is characterized, the differences between the role of the teacher in traditional and alternative school are discussed and eventually the impact of the design of the class on the classroom interaction is presented. The practical part is focused on qualitative research in alternative elementary schools in Brno. The data from the observations in the schools are discussed and analysed with the emphasis on the role of the teacher, classroom design and classroom interaction. Contents INTRODUCTION THEORETICAL PART 1.ALTERNATIVE EDUCATION 1.1.Waldorf Pedagogy 1.1.1.History 1.1.1.1.Rudolf Steiner 1.1.1.2.Antroposophy 1.1.2.Basic Principles 1.2.Montessori 1.2.1.History 1.2.1.1.Maria Montessori 1.2.2.Basic Principles 1.3.Dalton Plan 1.3.1.History 1.3.1.1.Helen Parkhurst 1.3.2.Basic Principles 1.4.ScioSchool 1.4.1.History 1.4.1.1.Ondřej Šteffl 1.4.2.Basic Principles 2.TEACHING TEENAGERS 3.THE ROLE OF THE TEACHER 3.1.In traditional education 3.2.In alternative education 4.CLASSROOM INTERACTION 4.1.Classroom design PRACTICAL PART 5.RESEARCH STUDY: THE ROLE OF THE TEACHER IN AN ALTERNATIVE SCHOOL AND IT’S IMPACT ON THE INTERACTION IN THE CLASSROOM 5.1.Introduction and research questions 5.2.Aims of the research 5.3.Methodology 5.4.Research sample 6.OBSERVATION AND ANALYSIS 6.1.Waldorf Pedagogy – Waldorfská základní škola a mateřská škola Brno, Plodivská 8 6.2.Montessori – Základní škola sluníčko Montessori Brno 6.3.Dalton Plan – Základní škola Husova Brno 6.4.ScioSchool – ScioŠkola Brno, Sokolova 4 CONCLUSION LIST OF REFERENCES LIST OF APPENDICES List of References Hainstock, E. G. (1999). Metoda Montessori a jak ji učit doma: Školní léta. Pragma. Lillard, P. P. (1996). Montessori Today: A Comprehensive approach to education from birth to adulthood. Schocken Books. Lillard, P. P. (1997). Montessori in the Classroom: A Teacher’s account of how children really learn. Schocken Books. Jůva, V. & Svobodová, J. (1996). Alternativní školy. Paido. Jackman, E. D. (1920). The Dalton plan. The School Review, 28(9), 688-696. Foster, S. W. (1984). An Introduction to Waldorf Education. The Clearing House, 57(5), 228-230 Kubečková, P. (2013). Foreign Language Teaching at Waldorf School. (Diplomová práce). https://theses.cz/id/j9ogxb/ Parkhurst, H. (1922). Education on the Dalton Plan. G. Bell and Sons. ScioŠkola. (2020). Koncepce. https://brno.scioskola.cz/o-skole/koncepce Scio. (2020). Ondřej Šteffl – zastánce vzdělávání pro budoucnost. https://www.scio.cz/o-steffl/ Harmonogram: Do 30.9. - Research, vyhledávání a sběr informací pro teoretickou část 1.10. - 30.11. - Theoretical Part 1.11. - 15.12. - Sběr dat (pozorování) 1.12. - 31.1. - Practical Part 1.2. - 15.2. - Introduction + Conclusion 16.2. - 28.2. - Úpravy, konzultace