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Lecturer(s)
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Zitková Helena, Mgr. Ph.D.
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Course content
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1. Communication (verbal and non-verbal communication, social communication, pedagogical communication and interaction) 2. Using English in teaching - adaptation according to students' levels, questioning, feedback 3.Classroom management, administrative and organizational matters 4. Communication and collaboration with colleagues (teamwork, team teaching, etc.) 5. Communication and cooperation with parents 6. Reflection and self-reflection 7. Voice care, voice work. Mental health
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Learning activities and teaching methods
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Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Methods of individual activities, Demonstration, Skills training, Stimulating activities (simulation, games, drama)
- Contact teaching
- 12 hours per semester
- Independent critical reading
- 26 hours per semester
- Team project
- 8 hours per semester
- Individual project
- 5 hours per semester
- Term paper
- 24 hours per semester
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Learning outcomes
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The aim of the course is to develop the professional competence of future teachers specifically in the area of social and pedagogical communication, taking into account the specific context as well as the age and individual needs of learners.
The course Social and Pedagogical Communication in the School Environment supports the development of communication skills in various situations related to teaching and the school setting. Attention will be given to raising awareness of one's own communication patterns, practicing the use of principles of non-violent communication in potentially conflictual and emotionally charged situations (active listening, I-messages, working with one's own emotions), and shaping the concept of teaching in line with the Competence Profile of an English Language Teacher.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Oral examination, Work-related product analysis, Creative work analysis, Systematic monitoring
Ongoing fulfillment of all the requirements and tasks (see Moodle) Planning and the realization of team teaching and the following reflections. Familiarity with compulsory and chosen recommended literature
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Recommended literature
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Cameron, L. and P. McKay. Bringing Creative Teaching into the Young Learner Classroom. OUP, 2010.
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Cangelosi, J. Classroom Management Strategies. Wiley, 2013.
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Gabašová, Jitka. Otevřená komunikace a řešení konfliktů ve třídě. Raabe, 2020.
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Gavora, P. Učitel a žáci v komunikaci. 2005.
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Gordon, Thomas. Škola bez poražených. Malvern, 2015.
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Hughes, G. and J. Moate, T. Raatikainen. Practical Classroom English. OUP, 2008.
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Maley, A. and A. Duff. Drama Techniques in Language Learning. CUP, 2005.
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Mikuláštík, M. Komunikační dovednosti v praxi. Praha: Grada, 2003.
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Pease, B. and A, Pease. The Definite Book of Body Language. Bantam Books, 2004.
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Rosenberg, Marshall. Nenásilná komunikace ve škole. Praha: Portál, 2023.
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Slattery, M. and J. Willis. English for Primary Teachers. OUP, 2001.
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Spilková, V. a kol. Kompetenční profil absolventa učitelství AJ. Pardubice. 2025.
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Šeďová, K. a R. Švaříček, Šalamounová, Z. Komunikace ve školní třídě. Praha: Portál, 2012.
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Vykoupilová, Hana a Helena Zitková. Připravte děti na život - Rozvoj soft skills pro každého. BibBooks, 2021.
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Zitková, H. a Hezká, M. ?Smysluplné konzultace dítě?rodič?učitel.? Pedagogika. 2022.
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Zitková, H. a kol. Tandemová výuka. 2021.
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Zitková, H. ?Prvotní osvojování sociálních dovedností dětí v současné rodině?. 2010.
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Zitková, H. Rozvoj sociálních dovedností u žáků na I. stupni ZŠ. Pardubice. 2014.
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