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Lecturer(s)
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Petrů Puhrová Barbora, PhDr. Ph.D.
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Course content
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- Education, the educational situation - Educational issues, troubled and unruly pupil - Behaviour disorders (disorder from the perspective of psychology, special education, medical manual) - Teacher and a problem student - Disciplinary resources - Work with troubled and unruly pupils, and individuals with behavioural disorder, institutional support - The re-education process - Practical problem solving of educational situations
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Individual work of students
- Term paper
- 65 hours per semester
- Preparation for examination
- 60 hours per semester
- Home preparation for classes
- 30 hours per semester
- Preparation for course credit
- 10 hours per semester
- Participation in classes
- 15 hours per semester
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| prerequisite |
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| Knowledge |
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| not specified |
| not specified |
| learning outcomes |
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| definition of the basic concepts of Education and Training in an international context |
| definition of the basic concepts of Education and Training in an international context |
| the role of the teacher and the student in solving pedagogical situations |
| the role of the teacher and the student in solving pedagogical situations |
| proposals for solutions to selected pedagogical problems |
| proposals for solutions to selected pedagogical problems |
| the field of diagnosing the family environment in connection with the solution of educational situations |
| the field of diagnosing the family environment in connection with the solution of educational situations |
| selected behavioral and behavioral disorders |
| selected behavioral and behavioral disorders |
| Skills |
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| analyze the theoretical basis of the educational problems of children, pupils and students |
| analyze the theoretical basis of the educational problems of children, pupils and students |
| discuss the possibilities of solving pedagogical situations with a problem |
| discuss the possibilities of solving pedagogical situations with a problem |
| propose solutions to educational problems based on the literature |
| propose solutions to educational problems based on the literature |
| orientate themselves to the causes of pupils' behavior and behavior disorders |
| orientate themselves to the causes of pupils' behavior and behavior disorders |
| describe the context of the family and school environment |
| describe the context of the family and school environment |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Individual work of students |
| Dialogic (Discussion, conversation, brainstorming) |
| Individual work of students |
| assessment methods |
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| Analysis of the student's performance |
| Analysis of the student's performance |
| Didactic test |
| Didactic test |
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Recommended literature
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Metodický pokyn k jednotnému postupu při uvolňování a omlouvání žáků z vyučování, prevenci a postihu záškoláctví (Čj.: 10 194/2002-14).
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Metodický pokyn ministra školství, mládeže a tělovýchovy k prevenci a řešení šikanování mezi žáky škola školských zařízení (Čj.: 28 275/2000-22).
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Metodický pokyn ministra školství, mládeže a tělovýchovy k prevenci sociálně patologických jevů u dětí a mládeže (Čj.: 14 514/2000 - 51).
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AUGER, M. T., BOUCHARLAT, CH. Učitel a problémový žák. Praha: Portál, 2005. ISBN 80-7178-907-0.
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BENDL, S. Jak předcházet nekázni aneb kázeňské prostředky. Praha: ISV, 2004. ISBN 80-86642-14-3.
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BENDL, S. Neukázněný žák. Cesta institucionální pomoci. . Praha: ISV, , 2004.
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KOLÁŘ, M. Bolest šikanování. Praha: Portál, 2001.
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PAŘÍZEK, V. Učitel v nezvyklé školní situaci. Praha : SPN, 1990.
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